1. education

SCHOOL OF SOCIAL WORK AND HUMAN SERVICES
Social Work
Field Education Manual
2014
FIELD PLACEMENT 1
SWSP3155, SWSP7155 and SWSP7366
FIELD PLACEMENT 2
SWSP4266, SWSP7266
SUPERVISED PRACTICE 2
SWSP4088
School of Social Work and Human Services
Ph: (07) 3365 2068
Fax: (07) 3365 1788
Web: www.uq.edu.au/swahs
Email: [email protected]
Field Education Unit
Phone: (07) 3365 2462
School of Social Work and Human Services
The University of Queensland, Qld, 4072
Authors:
Field Education Unit
School of Social Work & Human Services
The University of Queensland, QLD, 4072
Copyrighted materials reproduced herein on behalf of The University of Queensland,
are used either under the provisions of the Copyright Act 1968 as amended, or as a
result of application to the copyright owner.
This material may not be reproduced in any manner except for the purposes of
individual study. Copyright queries can be addressed to the Legal Office, The
University of Queensland, St Lucia, QLD, 4072.
ii
TABLE OF CONTENTS
1. INTRODUCTION TO SOCIAL WORK FIELD EDUCATION .................. 1
1.1
The Purpose of Social Work Field Education ..................................................................1
AASW Requirements in relation to Placements ..............................................................2
The University of Queensland Policy on Placement Courses..........................................2
2. ROLES OF PARTICIPANTS IN FIELD EDUCATION .............................. 3
2.1
2.2
2.3
2.4
2.5
The School of Social Work and Human Services ............................................................3
Field Tutor........................................................................................................................4
Role and Responsibilities of the Field Tutor ...................................................................4
The Liaison Meeting ........................................................................................................4
Students ............................................................................................................................5
Field Educators ................................................................................................................6
AASW Continuing Professional Education Program ......................................................7
Responsibilities of Field Educators..................................................................................7
Characteristics of Committed Field Educators ................................................................8
Field Educators Preparation for Placement ......................................................................8
Borrowing Library Resources ........................................................................................10
Agencies .........................................................................................................................10
3. PLACEMENT PROCESS ...............................................................................12
3.1
3.2
3.3
Introduction to Placements.............................................................................................12
Differences in two placements: ......................................................................................12
Opportunities for Final Placement: ................................................................................12
Constructing a Learning Curriculum for Placement ......................................................12
Pre-Placement Planning .................................................................................................14
Prior to Placement – What Students need to know ........................................................15
Identifying Current Competencies as a Social Work Student ........................................15
Writing a Learning Curriculum......................................................................................15
Concept Map of Supervised Practice 1 and 2 and Field Placement 1 and 2 ..................18
Field Placement 1 - Core Curriculum for SWSP3155 and SWSP7155 .........................19
First Placement - Hours of Attendance at Placement ....................................................19
First Placement - THE CURRICULUM CONTENT OF THE SIX MODULES ..........20
Core Curriculum for SWSP7366 (Field Placement 1); SWSP4266 and SWSP7266 (Field
Placement 2); and SWSP4088 (Supervised Practice 2) .................................................27
Final Placement - Hours for Attendance at Placement ..................................................27
Graduate Attributes – First and Final Placements .........................................................28
Final Placement - THE CURRICULUM CONTENT OF THE SIX MODULES .........30
iii
4. ATTENDANCE ................................................................................................38
4.1
4.2
4.3
4.4
Important Dates for Field Placement .............................................................................38
Student Illness during Placement ...................................................................................39
Public Holidays ..............................................................................................................39
Transport ........................................................................................................................39
5. TEACHING AND LEARNING ON PLACEMENT ....................................40
5.1
5.2
5.3
5.4
Overview of the Field Education Courses .....................................................................40
Modules for Learning Curriculum .................................................................................41
Pre-requisites for Placement ..........................................................................................41
Teaching and Learning Modes .......................................................................................42
Texts ...............................................................................................................................42
Resources Available and Required ................................................................................43
Learning Agreements .....................................................................................................43
Structuring Learning on Placement................................................................................43
Adults and Learning Styles ............................................................................................45
Theory and Practice .......................................................................................................45
Emphasising Critically Reflective Learning ..................................................................45
Evidence-based practice .................................................................................................47
Relationships in Field Education ...................................................................................47
6. EVALUATING PERFORMANCE ON PLACEMENT ..............................49
6.1
6.2
6.3
6.4
6.5
Evaluation Details ..........................................................................................................49
Evaluation is Relational .................................................................................................49
Determining a Pass Grade for the Course ......................................................................49
Assessment Information for Placement Courses ...........................................................50
Students who fail placement (see Appendix 6 for additional information): ..................51
Evaluation Reports .........................................................................................................51
Mid-placement Evaluation Form (Due at the Mid-point of Placement) ........................52
Final Placement Evaluation Form (Due by the Final Date of Placement) ....................52
Field Education Online Database: ..................................................................................52
7. DIFFICULTIES IN PLACEMENT ...............................................................53
7.1
7.2
7.3
Raising Difficult Issues ..................................................................................................53
Placement at Risk ...........................................................................................................53
Process for Negotiation of Difficulties between Student and Field Educator ...............54
Termination of Placement ..............................................................................................55
Changes in Placement, Extensions, Failing Grades and Special Circumstances in Field
Education .......................................................................................................................56
iv
8. RISK MANAGEMENT AND INSURANCE ................................................57
8.1
8.2
8.3
8.4
8.5
8.6
8.7
Online Risk Assessment.................................................................................................57
Personal Safety on Placement ........................................................................................57
Security Checks..............................................................................................................58
Working with Children (Blue Card) ..............................................................................58
Queensland Health .........................................................................................................58
Hepatitis B Immunisation Guidelines ............................................................................58
Student Insurance ...........................................................................................................59
Public Liability Insurance ..............................................................................................59
Personal Accident Insurance ..........................................................................................59
Student Travel Insurance ...............................................................................................60
Incident Reporting..........................................................................................................60
9. SUPPORT FOR STUDENTS ..........................................................................61
9.1
9.2
9.3
9.4
9.5
9.6
Student Services .............................................................................................................61
Disability ........................................................................................................................61
Discrimination ................................................................................................................61
Harassment .....................................................................................................................62
Equal Opportunity in Education ....................................................................................62
Freedom of Information (FOI) .......................................................................................63
10. GENERAL INFORMATION .........................................................................64
10.1 Plagiarism.......................................................................................................................64
10.2 Confidentiality ...............................................................................................................64
11. REFERENCES .................................................................................................67
12. APPENDICES...................................................................................................69
v
1.
INTRODUCTION TO SOCIAL WORK FIELD EDUCATION
Welcome to the field education program in the School of Social Work and Human
Services, Faculty of Health and Behavioural Sciences, The University of Queensland.
School Mission and Goal Statement
The mission of the School of Social Work and Human Services is to apply
knowledge in the social and behavioural sciences to the needs and aspirations of
societies, communities and individuals, in order to achieve just, equitable,
tolerant and inclusive social relations.
Goal of Bachelor Social Work and Master of Social Work Studies Programs
The goal of the Bachelor of Social Work and Master of Social Work Studies
degrees is to develop graduates who are competent, effective, skilled,
knowledge based, articulate, critically self reflective, ethically aware and
confident social work practitioners, committed to promoting human well-being
and social inclusion and to redressing social exclusion and marginalisation,
human suffering and injustice. To this end the Bachelor of Social Work and
Master of Social Work Studies programs aim to facilitate students’ development
of the knowledge and understanding of the causes and consequences of social
exclusion and marginalisation in contemporary society, and modes of
intervention and provision necessary to redress social exclusion and
marginalisation and associated human suffering.
1.1
The Purpose of Social Work Field Education
Field Education in the Bachelor of Social Work and Master of Social Work
Studies programs continues to engage with the seven core themes:







Promoting social inclusion and redressing marginalisation and exclusion
Developing leadership qualities
Locating human services in the contemporary environment
Reconceptualising social work as a profession with permeable boundaries
Engaging with diversity and uncertainity
Taking an international perspective
Focusing on information technology
Field Education provides real life experience for implementing learning in
relation to the core themes listed above, in a diverse and complex range of
social and political contexts. The field placements are structured learning
opportunities which are an integral part of the social work program and occur
within the requirements of the Australian Association of Social Workers
(AASW) as the professional accrediting body.
1
Field Placement is a collaborative process involving Students, Field Educators
and Field Tutors to contribute to the educational and professional development
of emerging practitioners. For students, field placement requires a high level of
commitment and leadership in initiating responsiblity for learning. Whilst the
School and field educators will all do their best to make placement a positive
and constructive learning experience, in the end, students will need to be clear
about what they are trying to achieve, sensitive to the needs of others, and able
to draw on adequate support for the challenges ahead.
AASW Requirements in relation to Placements
The University of Queensland policy in field education is guided by the
principles and the minimum requirements for field education, as set out in the
AASW, Austalian Social Work Education and Accreditation Standards found at
http://www.aasw.asn.au/document/item/3550 These requirements relate to the
professional background of the field educator, the length of placements, the
need for diversity in placements and for appropriate education and School
support for placement participants.
The University of Queensland Policy on Placement Courses
More details about The University of Queensland policy on placement courses
can be found at https://ppl.app.uq.edu.au/content/3.10.04-placement-courses.
This document outlines the expectations and responsibilities of students, the
University and the placement organisation, dispute resolution and best practice.
2
2.
ROLES OF PARTICIPANTS IN FIELD EDUCATION
This chapter describes the contributions and responsibilities of each of the
participants in defining and participating in the process of field education. Field
education in social work has historically been undertaken apart from the
educational institutions, and relies on close communication between the three
principal participants (i.e. student, field educator and field tutor) in the context
of a human services agency. The AASW pays particular attention to the
requirements for this part of the education of social workers. A tradition of
negotiated expectations of the roles and responsibilities of each party by the
others has developed. It is also recognised that agency support is crucial to the
provision of field education opportunities.
The School of Social Work and Human Services appreciates that field education
reflects the complexities of the everyday world in social work.
It is recognised that clear communication regarding what is expected, what is
possible and what has been achieved is perhaps the best way of ensuring that all
participants feel that they have had their unique contribution amply recognised.
With this in mind it is hoped that these guidelines provide the basis for
relationship building and communication processes which are able to resolve the
competing interests inevitably involved in social work field education.
2.1
The School of Social Work and Human Services
The Field Education Unit, the School of Social Work and Human Services has
responsibility for the:

Links between the educational philosophy, standards and evaluation
procedures in field education with the acquisition of knowledge, and
development of skills essential to the practice of social work

Negotiations for and allocation of placements to students

Provision of a social work staff member for regular liaison between student,
field educator and agency, and the School

Provision of a field education manual to students and field educators
covering field education policy, course outlines, processes for teaching and
learning, and evaluation criteria

Ongoing evaluation of the field education program

Provision of training for field educators

The feedback of ideas from field educators and students to ongoing
development of the curriculum

Research into field education issues
3
2.2
Field Tutor
The field tutor or liaison staff member assigned by the School to each placement
is expected to meet with the student and field educator individually and together
in the first part of placement (week 3-5) and if required, again in the second
half of placement following the submission of the midplacement report.
A copy of the student’s curriculum should be emailed by the student to the
field tutor prior to the first liaison visit.
Students and Field Educators are encouraged to contact their Field Tutor
inbetween organised meetings if they have any concerns or require support in
relation to the placement. If they are unable to speak with the Field Tutor in a
timely manner, they are encouraged to contact staff at the Field Education Unit.
Field Educators can request other contact from the field tutor or a member
of the Field Education Unit staff. This may reflect concerns about a
student’s progress, a desire for feedback or a request for information
helpful in relation to teaching. Similarly, students can ask for additional
contact either at the University or the agency with the field tutor or with
Field Education Unit staff.
Role and Responsibilities of the Field Tutor
The Field Tutor, as a representative of the University, is to provide support to
the Student and the Field Educator to assist them in developing a functional
working relationship through which to undertake placement. There are broadly
3 essential functions of the Field Tutors role. These are:

Support and Problem Solving: Provide support, input, modelling,
evaluation, mediation etc as required. Provide a link for all participants in
the placement including students, field educators, School of Social Work
and Human Services, clients/consumers and community Members and the
agency.

Educational: Review the curriculum developed by the student and field
educator; assist in linking theoretical and practical strands of the course

Monitoring and Evaluation: Provide input in relation to the
teaching/learning process. Contribute to the enhancement of the field
education experience as required and provide feedback to student and
field educator. Assess whether the student is making satisfactory progress
for this stage of the course. Provide feedback to the Field Education Unit
where there are any concerns or issues in relation to a student’s placement.
The Liaison Meeting
The liaison meeting provides an opportunity for the student, the field educator
and the field tutor to review the placement, to reflect on the students’
progress, raise concerns and issues, and to review goals for further learning.
4
Field tutors contact students to arrange the initial liaison meeting. Students are
requested to email a copy of their developing learning curriculum to their field
tutor prior to the meeting. It is also helpful for students to reflect on what they
want from the meeting and to provide written material that might highlight work
undertaken on placement to share with their field tutor. It is expected that the
field educator would also participate in the meeting. The process for the meeting
is to be negotiated with the participants however it may be useful for the field
tutor to meet individually with the student and field educator prior to meeting
with them together. This might assist students and supervisors to engage in open
communication and support them to raise issues of concern with one another.
2.3
Students
Whilst the student’s placement involves the University/field tutor and the
placement agency/field educator, it is expected that the student will be active in
defining their learning for placement and in negotiating their needs with their
field tutor and the placement agency. Students have a responsibility for their
educational requirements, ethical practice within the placement agency and
fulfilling the University requirements for placement:
Educational Requirements:

Provide field educators and tutors with direct access to their work

Participate fully in the learning process, taking initiative and responsibility
for learning

Prepare for and actively participate in field education (supervision) sessions
and liaison meetings

Explore relevant theoretical material and complete the work required by the
curriculum for this course

Engage in self evaluation and receive constructive feedback

Critically evaluate their placement experience and identify priorities for
future learning.
Ethical Practice:

Practice within guidelines of the AASW Code of Ethics

Work within University of Queensland and agency field education
guidelines and policies
5
University requirements for placement:
 Notify the university and the placement organisation of any pre-existing
conditions that may impact on their participation in the placement such as
part time work, personal commitments, health/disability issues prior to the
placement.
2.4

Develop and regularly review their plan for learning outlined in the
curriculum. They should consult with their field educator and field tutor
according to guidelines in this manual.

Behave professionally within agency policy guidelines in relation to the
appropriate use of information, resources, accountability to clients, the
organisation and the community.
Field Educators
Field Educators are valued adjunct members of staff in the School and integral
participants in supporting students’ learning experiences and contributing to the
development of beginning social work practitioners. Academics and students
acknowledge the significant contribution Field Educators continue to make to
the professional development of students. Many Field Educators choose to
provide student placements to advance their professional development and to
contribute to the profession as a whole.
Field education demands of the practitioner not only experience with a method
and field of practice, but also an ability to articulate a knowledge base of their
own, transmit that knowledge to another, and evaluate the other’s performance.
Teaching is the facilitation of the student’s ability and capacity to achieve the
goals of social work in his/her own particular way.
Field education, therefore, is both a demanding and a rewarding experience
which requires a practitioner’s time, skill, knowledge and commitment. Often
these attributes are called upon at a time when field educators are already overstretched with their usual job requirements, so they need to look for the most
efficient way of achieving the student’s educational goals. Information on how
both parties learn can help them develop techniques which quickly and
accurately transmit what they want to teach to the student and ensure that the
message is received in an immediately useable form.
Useful preparation for the task of field education involves thinking about and
constructing situations for students which facilitate experiential and reflective
learning. Each field educator, placement setting and student is different, so
detailed prescriptions concerning what should happen in supervisory sessions
are unrealistic, but it is possible to say that certain basic requirements need to
occur before quality field education can exist. These generally are:

The field educator must want to be involved in a student placement.

The agency setting must support the field educator and student in the
learning/teaching process.
6

The field educator must have sufficient time and energy for supervision
and preparation. A regularly scheduled, uninterrupted time of one hour or
more individual sessions per week usually works best, especially with
beginning students.

The field educator has to be prepared to take on the task of evaluation of
the student’s work. The field educator is responsible for providing an
assessment of the student’s performance on the evaluation criteria as
outlined in this Manual and making a recommendation for a pass or fail
grade. The field tutor and Field Education Unit staff confirm the result on
receipt of the final evaluation report.

The field educator must be willing to look at the evaluation process
engaged in by both him/herself and the student. The university field tutor
can offer assistance here but this is generally dependent on the willingness
of the persons involved to share their experience with another.
Teaching in field education is building onto a worker’s current skills and ability
to stand outside their practice, articulate what they are aiming to achieve and
transmit all this to someone with less experience than them. At the same time,
they have to recognise that different approaches to the work can be as valid as
their own. This takes courage, flexibility and openness, but it is essential in
providing the opportunities and climate for learning for the student to move
towards autonomous practice.
AASW Continuing Professional Education Program
Field Educators who are members of the AASW are able to earn CPD points for
supervising social work students. Refer to the CPD AASW Policy for details:
www.aasw.asn.au/document/item/3374
Responsibilities of Field Educators
The responsibilities of those practitioners who engage in student education
include:

Negotiation with the agency concerning the implications of student
placement in terms of space and other resource issues, availability of work,
and the ways in which other workers will involve the student in their work

Provision of an educational experience which will help the student develop
skills required for the practice of social work

Ensuring the student’s curriculum is relevant, manageable and realistic

Providing a range of experiences appropriate to the agency, the curriculum
and to the interests and abilities of the student

Being available for regular supervision sessions (at least one hour/week)

Provision of constructive balanced feedback regarding tasks, performance
and professional behaviour

Being open to the student’s feedback
7

Negotiating how and when access to the student’s practice is to occur e.g.
observation, co-working, process records, audio or video tape

Conferring at least once with the field tutor, and attending seminars or other
meetings which involve issues concerning field education

Together with the student, evaluating the student’s practice and completing
the mid-placement and final evaluation reports by due dates

Informing the field tutor or Field Education Unit of any circumstances
which may affect the quality of a student’s experience on placement, e.g.
excessive work loads due to staff shortages, holidays, illness

If difficulties arise on placement, alert the student and the field tutor or
Field Education Unit of these so that appropriate action can be taken

Inform the field tutor or Field Education Unit, as soon as possible, if a
student is at risk of not successfully completing requirements or
expectations of placement.
Characteristics of Committed Field Educators
 An expectation that both the student and the field educator will learn from
their shared educational venture

The ability to help the student develop practice skills via interactive
discussion, role modelling, use of taped interviews, co-working and role
plays

A willingness to examine agency structure and culture as a source of
educational experiences

An ability to relate to the student on placement as an individual with a
unique set of abilities and background experiences which need to be
considered when determining learning needs and goals

A supportive approach to the student who needs to feel safe in order to test
self-in-action and link practice via reflection to knowledge and theory

An ability to help the student focus on specific skills to be tested out in
specific situations

An ability to assist the student move from the private to the public, from
specific to general, from micro to macro view re issues

Constructively using field tutors as an aid in meeting the objectives of the
field education courses
Field Educators’ Preparation for Placement
Field Educators, as well as students, appreciate the opportunity to prepare for
placement. It may be a long time since a potential field educator consciously
considered which theories they use, or thought about models of practice. Many
field educators fear that they may not be up to date with the literature or
theoretical debates. They are so busy in their jobs they have not had time to
reflect on journal articles in their own field of practice, much less follow the
latest developments at universities.
8
It is not necessary to be an up-to-date expert in these areas in order to be a good
field educator. You don’t have to have the ‘answers’ in order to take on a
student. Students bring with them knowledge and theoretical approaches from
other courses, questions about practice, and their own experience, all of which
can lead to new perspectives and learning for the field educator as well as the
student. Learning is rarely a one-way street. Field educators also have at their
disposal the resources of this manual, the companion text and Field Education
Unit staff, whom they can call on at any time for information, clarification or
discussion.
In preparing for a student placement, there are several matters that field
educators should address:

Organise practical matters such as space for the student, access to phones,
a desk, computer or other office facilities, travel arrangements, letting staff
know the student is coming, organising photo ID.

Ensure workplace issues, such as occupational health and safety issues,
policies and procedures are part of the induction for students.

Consider educational matters such as the learning opportunities that exist
or could be developed, what projects the student may become involved in,
what type of field education experience you will offer. Much of this will be
summed up in the curriculum modules you develop with your student, as
discussed in Sections 3 and 5 of this manual.

Negotiate professional matters including organising your workload so that
there is adequate time for student supervision.

Be aware of personal matters such as your own experience of student
placements and student supervision, both as a student and as a field
educator. These can colour your expectations and approach to the new
student in both helpful and unhelpful ways.
External field educators:
In situations where a host organisation has no suitable social work field
educators, arrangements will be made by the Field Education Unit in the School,
to ensure that appropriate professional formation and supervision takes place by
a qualified social work field educator who is external from the organisation.
Task Supervisors:
Another worker, other than a social worker, in an agency may contribute to a
student’s learning and take responsbility for the student’s day to day tasks and
supervision. In this instance, the task supervisor may need to be accountable to
another designated supervisor, qualified as a social work practitioner, especially
about feedback on student performance and assessment responsibilities. Also, in
these situations, the role of the primary field educator/supervisor needs to be
clear. The primary field educator may be external to the host organisation, or
may be located in a different section or agency.
9
Training is available for new field educators or as a refresher to discuss
particular aspects of placement, e.g. Beginning tasks, the practice and processes
of field education, learning and teaching, evaluation and termination. It is
strongly recommended that all new field educators participate in these
introductory seminars when they undertake student supervision for the
first time.
An Advanced Supervision Skill Development Course for field educators is
offered as an extension of the new field educator seminars. The aim of the
course is to develop the knowledge and skills needed to work effectively with
Social Work students undertaking a field placement and to provide workers with
a structure to continue to develop their expertise as supervisors of students.
Field educators are entitled to do the course on a non-cost basis if they have
supervised a student previously and attended new field educator training.
Information is available on the School website
www.uq.edu.au/swahs
Borrowing Library Resources
As field educators you are entitled to make use of the University library
Community Borrowing Service. The details of the library borrowing services,
including resources that you are able to access are outlined on the library
website http://www.library.uq.edu.au/borrow/comborrow.html Access is for the
semester that you are supervising a student.
If you would like access to the University library Community Borrowing
Service, please contact the Field Education Unit at the following email address
[email protected]
2.5
Agencies
Student placements are mostly located in social welfare agencies whose primary
concern is service delivery to clients. The School is most appreciative of
assistance given by agencies when it asks them to participate in the exciting task
of student education.
Successful learning experiences for students can be provided in a myriad of
ways but all require some commitment from the agency itself so that some
resources can be channelled into student learning. In most instances, it is hoped
that agencies can also identify the benefits gained by them and their staff in
offering student placements, for example, in the student’s input to the work of
the agency, recruitment and staff development, and influence on social work
training.
The fieldwork agencies, therefore, should be aware of the following
implications of student placements prior to committing themselves to student
education:
 Field education takes time and agency staff may have to redistribute or
rearrange their work to accommodate the demands of the agency, clients and
students - to attend meetings, schedule regular supervision times with their
student, prepare evaluation reports (mid-placement and final placement
reports), and attend seminars on field education.
10
 The educational nature of student placement demands that a clear distinction
be drawn between the contribution of a student compared to that of a staff
member employed to carry out the work of the agency.
 In order to maximise learning and functioning within the agency settings,
students will need to meet with and generally utilise the opportunity to work
with agency staff other than their designated field educator.
 Students will require the basic tools of work within the agency, i.e. a desk
and chair, or space to work, administrative support, such as access to a
computer and telephone. If home visits to clients are required, suitable
remuneration for travel costs which this may entail is important.
 Students need to become involved in the organisational setting in which they
work, e.g. Through attendance at staff meetings and access to appropriate
agency records.
Students require access to work and learning opportunities where they can
demonstrate their skill development and knowledge. It is hoped that agency
demands for a particular type of service delivery can accommodate the
parallel needs of the student to acquire and experience a range of service
delivery skills.
11
3.
PLACEMENT PROCESS
3.1
Introduction to Placements
The field education and placement process in the School has received
significant attention in recent years to provide support and resources for
students, field educators and agency managers. This has included opportunities
for training, online database support, highly professional and experienced
support staff from the School, and continuous opportunities for collaboration
and partnerships to achieve excellence in teaching and learning in social work
field education.
Differences in two placements:
The first placement provides opportunity for students to be introduced to the
value base of social work in an agency and community setting and begin to
apply knowledge and develop skills to affect social change, by early practice.
The final placement is about building and developing on first placement
knowledge, and the student’s emerging framework for practice, and having the
opportunity to exercise a range of skills for practice. By the end of placement
the students need to demonstrate they can work independently and at a
beginning practitioner level.
Opportunities for Final Placement:
There are now significant opportunities for students in final placement to be
offered a range of placement experiences including urban, rural, remote,
interstate and international. This is specifically to help prepare students for
social work practice in a diverse and global world.
3.2
Constructing a Learning Curriculum for Placement
The learning curriculum provides a thoughtful way of approaching learning on
placement. It is a way of contextualising learning on placement and making an
integration between academic learning and life experience. It also enables
students to examine where they are in the process. The student’s learning
curriculum is the result of a combined effort of the student and the field
educator using the modules in the course outline. The modules can be
conceptualised as parts of a three dimensional jigsaw puzzle where work in any
one module is necessarily linked to work in other modules. Field educators will
need to identify areas of practice that will provide learning opportunities in the
various content areas, particular teaching approaches they are prepared to use
and any sequencing that is required by agency policy/procedures. The learning
curriculum provides a way for students to structure their placement. It is a
‘work in progress’ and will be continually added to and updated as new
learning opportunities become available in the organisational context. It is
anticipated that students’ work on placement and the associated learning will be
much broader than the specified core tasks. All students must complete the
core tasks in the core curriculum, or alternatives that have been negotiated
with the field tutor and been added to the learning curriculum during the
placement.
12
In order to facilitate the integration of agency context, student learning needs
and university requirements, it is suggested that in the first few weeks of
placement students immerse themselves in the agency’s activities. In so doing,
students are likely to recognise potential learning opportunities and ways they
can begin to participate in the social work role and negotiate these with their
field educator. This begins the development of a meaningful learning
curriculum and identifies the tasks by which this will be achieved in the
particular agency. It is anticipated that the students will have commenced
developing a learning curriculum by week 3 of their placement with a view
to having a first draft completed in week 4. Students are expected to email
a copy of the learning curriculum to their field tutor prior to the first
liaison visit between 3 and 5. The learning curriculum will provide a focus
for discussion in the meeting.
The learning curriculum is designed to assist students to:

Be active participants in the learning processes that characterise effective
placements

Link the work of the agency, previous academic courses, the expectations
of the university, personal strengths, starting points and learning goals for
social work practice

Facilitate thinking about how to constructively spend time on placement,
as well as respond to agency needs and opportunities.
The curriculum will reflect:

The outline provided for the course (content of the 6 modules)

The opportunities available in the agency

The interests and abilities of the field educator

The interests and learning needs of the student

The teaching and learning styles of field educator and student
In most cases a student’s curriculum will be written using the structure of the
modules. It should use the content and tasks of each module to develop
statements of:

Student’s current baseline of competence in each of the modules (where
you are now)

Student’s own goals and objectives in these areas (where you want/need
to get to)

The learning opportunities available in the work of the agency to meet
student’s learning needs and objectives (how will you get there)

Methods of evaluating progress towards the goals (how you and others
will know you have achieved this), and

Review dates (time frame for addressing the learning requirements).
13
In both constructing a curriculum and using it during placement, it is not
anticipated that students and field educators deal with one module in total and
then proceed to the next. It is highly likely that all modules will be worked on
simultaneously, but within each, students and field educators may be able to say
what things need to be done before others.
Pre-Placement Planning
Some work can profitably be done before placement starts. In preparation, both
field educators and students may wish to spend some time reading the
curriculum content areas, thinking about possible starting points and any areas
that may be seen as more challenging.
For example, as a field educator, in relation to module 1, Social Work in
Society, you might consider questions such as:

What are the major current issues and what might social work offer in
relation to these issues?

In what ways is my agency the same/different in relation to other agencies
with a similar purpose?

How would I characterise my practice framework at this stage? What are
the main points of agreement and conflict between this framework and
what I currently do?
As a student, you might ask yourself questions in relation to this module that
look like this:

How would I explain the way I understand social work at this point in
time to my field educator?

What parts of my capacity to analyse a situation and work to achieve a
social work outcome do I feel more or less comfortable about?

What do I know about the agency and the work it does? Can I find out
more before placement?

How is this organisation the same as and different from my first
placement agency or other agencies I’m familiar with?

How will the way I prefer to learn impact on the way I would like to
tackle this module?
In other words, it would help to go through each module and be able to
identify how its content can be translated into the context of the agency and
your interests/capacities. You might also like to start prioritising some content
areas over others.
14
3.3
Prior to Placement – What Students need to know
Identifying Current Competencies as a Social Work Student
Before you commence first placement, you have a number of expectations of
what placement will offer and might have contrasted this expectation with
previous life experiences. Through the courses SWSP2077 and SWSP2088
(undergraduate students) or SWSP7177 (Direct Practice 1) (postgraduate
students) you have learnt specific skills and knowledge for social work practice
that you can apply during placement. You will have completed an online preplacement interview form for the Field Education Unit on your abilities,
understanding and expectations, and you may have had feedback of how you
presented in interviews for this placement. Before second placement, you will
have much more course material and specifically your experience of first
placement to inform your consideration of your current starting points.
When you get to placement, you will be able to observe others and get feedback
from others on your performance. Discussions of what you observe and of what
others observe of you are invaluable in identifying your starting points and,
incidentally, in highlighting your capacity to conceptualise and assess from
practice. This is one way of integrating broad ideas with specific situations. The
baseline of your competencies identified can then be used, with the specified
tasks for each module, to set your learning objectives and curriculum. You can
then plan how to get to where you aim to be by mid-placement and by final
placement on each criterion.
Writing a Learning Curriculum
A curriculum integrates:

Goals and objectives

A content to be learnt

A method to achieve that learning – this involves completing tasks and
reflecting on the processes and outcomes of practice, and

An evaluation standard. The tasks are used, in conjunction with the goals
for the course, in evaluating whether the criteria that define a pass in this
course have been reached.
Students are required to write their own personal learning curriculum for each
placement. Each personal curriculum must incorporate the specified core
content, the student’s starting points in relation to these, other tasks and
learning relating to each module, the particular student and relevant to the
agency and its clientele, how this learning is to be achieved, how others will
know the learning has been demonstrated, as well as a proposed time frame.
A curriculum should be a working document that could end up looking very
‘messy’ with many additions and comments as the placement proceeds.
Examples of learning curriculums are given in Appendix 3.
15
The learning content is specified for each module. It will help in writing your
learning curriculum to specify what you are trying to achieve in terms of your
overview of what you are seeking to learn. You may choose to use goals and
objectives to give a focus to each module. Goals state broad areas in which
energy will be focused. Objectives are specific, measurable, attainable, realistic,
time-targeted (SMART) ways of meeting the goals. Usually a goal will have
more than one objective.
For example, a goal in Module 1 may be:

To develop a broad understanding of the purpose of social work in
general and at Y agency.
Objectives may be:

To identify the range of roles for social work at Y agency

To formulate a set of propositions about what these roles suggest about
social work in general in the local context

To compare and contrast these roles with my current understanding of
social work practice.
Learning tasks are what you do to achieve your objectives for the module. The
tasks may relate to the work done in the organisation and work done in
reflecting on your activities in the organisation. Learning tasks should take what
has been noted as objectives further and refer to what you will actually do to
demonstrate that you have met your objectives. In relation to the example
above, learning tasks might be:




Summarise the agency’s mission and purpose following discussions with
staff A and B.
Read the organisation’s policy and procedure documents (also Module 2)
for discussion in supervision by (date)
Critically review the assumptions I have made in the reflective recording
for Module 3 to identify the “taken for granted” in my current practice
Present my framework/understanding of social work practice to a team
meeting on (date)
Where a placement consists mainly of one large project, such as in research,
policy development, or some community development work, a project plan
may be developed and the specific curriculum tasks linked to this rather than to
the modules as such, i.e. the project plan identifies the steps or sequence of
pieces of work that progress the whole, the timelines for these steps, and the
methodology to be implemented at each stage. It will still be important to
identify your learning goals for each module and outline learning tasks that will
enable you to meet the course objectives, and to relate these to the work that is
to be accomplished.
16
Some of the strategies for learning that might be used include the student:







Reading, talking with others, analysing, asking questions
Carrying out agency specific tasks
Recalling incidents and reflecting on what happened to discern the general
principles that appear to be operating
Engaging with role plays to either reflect on what happened or to help
plan future work
Keeping a journal and using this to identify patterns in the work and the
learning
Working alongside others, being observed either directly or through
audiotapes, or observing others
Writing a range of reports that may be primarily designed to aid this
reflective process or to order material into a format that is helpful to self
and others
Students are encouraged to negotiate opportunities for learning that maximise
experiences of the social work role in the agency context.
Evaluation methods are an important component of your curriculum. This is
where you specify how you will know you have met your objectives. They
provide the anchor points for claiming that you have fulfilled the course goals.
The core tasks are part of this evaluation process. The evaluation criteria are
provided for each module and students should pay attention to the statements of
what characterises a passing student for each module. You need to identify how
you can meet these criteria in this agency. You may also identify additional
learning objectives and establish the criteria by which to monitor your progress.
Review dates for goals as well as specific learning activities should be set as
part of the curriculum document. As will be discussed in the section on
evaluation of placement, one important review point is mid-placement.
Once it is agreed that a goal has been met, it or the task that identifies it can be
ticked off. Of course, this does not mean that learning stops in relation to this
area, but that it is not necessary to produce any more evidence that this goal has
been met. It is important that progress is monitored in relation to each criterion,
so that strategies can be instituted to deal with any difficulties that may be
identified at this time. By this means, students should have ample opportunity
and time to demonstrate their ability to meet all placement criteria prior to the
final evaluation. A copy of your personal curriculum must be emailed to
your field tutor prior to the first liaison meeting.
See Appendix 3 for examples.
17
Concept Map of Supervised Practice 1 and 2 and Field Placement 1 and 2
The following diagram represents the overall structure of the course:
Individual student with own interests
and needs learning from practice
is linked to
self as learner
and emerging practitioner
engaged in interaction between
modules and tasks
in curriculum
agency learning opportunities,
field educator’s experience
and expertise
 reflecting 
in the context of
;
processes set up for
regular supervision, other
reviews, and liaison with
the university
evaluated against
specific criteria that demonstrate
competence for each stage of the
program.
18
Field Placement 1 - Core Curriculum for SWSP3155 and SWSP7155
This chapter states the overall learning goals and graduate attributes for first
placement. It defines the curriculum content for each of the six modules for this
placement.
Goals
The course SWSP3155 and SWSP7155 aims to provide students with the
opportunity to address the following learning goals:

Develop and demonstrate a beginning integration of the academic and
practice base for social work

Develop and demonstrate the capacity to operate as an emerging social
work practitioner at first placement level

Demonstrate the capacity to relate constructively and purposefully to a
wide range of people

Demonstrate some flexibility in professional practice to respond to
changing circumstances

Demonstrate the ability to articulate and justify understanding and action
in social work practice, and

Demonstrate a beginning awareness and application of ethical standards to
practice and AASW practice standards
First Placement - Hours of Attendance at Placement
SWSP3155 is an eighteen week block placement of 4 days per week,
approximately 7 hours per day (minimum of 500 hours). For SWSP7155 is
normally a block placement of eighteen weeks of 4 days per week,
approximately 7 hours per day (minimum of 500 hours).
Breaks for morning tea and lunch are in addition to this. Most agencies expect
the student to be there between 9.00 am and 5.00 pm. However, there will be
variations in that expectation and it is hoped that both students and agencies can
be flexible about when the placement hours can be worked. Students may from
time to time engage in out of hours work (e.g. when running an evening group
session or a weekend workshop) and equivalent time in lieu should be taken at a
convenient point for all concerned. Generally this time should be taken soon
after it is accrued. (Refer to Section 4 of this manual for more information about
attendance.)
Text Cleak, H. and Wilson, J. (2013) Making the Most of Field Placement, Third
Edition, Cengage Learning, South Melbourne. This text offers many useful
suggestions, exercises and references for both students and supervisors.
Recommended texts
It will also be helpful for students to refer to the following texts:
HARMS, L. (2007), Working with People, Oxford Univeristy Press, Oxford, UK.
HEALY, K. (2012), Social Work Methods and Skills, The Essential Foundations
of Practice, Palgrave Macmillan, UK.
HEALY, K. (2005), Social Work Theories in Context, Creating Frameworks for
Practice, Palgrave and MacMillian, NY.
O’Connor, I., Wilson, J., Setterlund, D., Hughes, M., (2008) 5th ed., Social Work
and Human Service Practice, Pearson Education, Australia.
19
First Placement - THE CURRICULUM CONTENT OF THE SIX MODULES
The learning content, goals and objectives are elaborated in each module. The
learning objectives indicate the evaluation criteria used for each module. The
tasks and learning activities guide and facilitate student learning in these
modules. Students and field educators (in consultation with field tutor) can
identify and structure additional tasks and learning activities that are appropriate
to the agency/practice context and students learning focus.
20
Modules for SWSP3155 and SWSP7155 – Field Placement 1
Module 1: Social Work in Society (AASW Practice Standard VI (1) – Values and ethics, (4) - Knowledge for practice, (5) – Applying knowledge to
practice)
Goals
To help students:



Form an understanding of
the purpose of social work
in a broader Australian
society context and
specifically in a range of
agency contexts.
Develop an analysis of the
purpose of social work in
relation to social justice
and human rights
principles.
Identify their approach to
social work practice and
that of social workers in
the placement agency.
Objectives/Evaluation criteria
In achieving these learning objectives, students
are able to:

Articulate an understanding of the purpose
of social work.

Identify the purpose of social work in their
placement agency and the agencies visited.

Relate the purpose of social work that
includes social justice and human rights
principles.
Tasks and learning activities
 Students prepare a brief outline of their understanding
of social work practice/practice framework early in
placement for discussion with their field educator.
This must include social justice and human rights
principles. Toward the end of placement this document
should be reviewed and updated.

Identify systems and structures that preserve
inequalities and injustices.

Students conduct a minimum of three agency visits
and discuss their observation of what social work
practice is, or would be, in these agencies and what
purpose these agencies have in society. Compare and
contrast their conclusions about these agencies with
the placement agency.
21
Module 2: Organizational Base of Practice (AASW Practice Standard VI (2) – Professionalism, (4.1) – Knowledge for practice, (5) – Applying
knowledge to practice, (6) – Communication and interpersonal skills)
The focus is on students acquiring an understanding of the impact of organisational structures and processes on the opportunities and limits for work
and developing effective ways of working with others in organisations – includes understanding higher level systemic influences on people with respect
to area of practice.
Note: This content is linked to SWSP3011 Working in Human Service Organisations, for undergraduate students and SWSP3211 Introduction to Key
Elements of Social Work Practice for graduate entry students.
Goals
Objectives/Evaluation criteria
Tasks and learning activities
To help students:
In achieving these learning objectives, students
 Students access agency constitutions/policy
are able to:
documents/procedure manuals etc. to understand the
 Develop an
organisation’s structure, mission, legislative and funding base
understanding of
 Identify key structures and processes in
and policies.
organizational
the organization (such as mission

Students draw up an organisational chart and comment on
structures and
statements, policy framework, structure,
their observation of the formal and informal structure of the
processes and the
culture, resource base, etc.). Evaluate
organization.
extent they impact
efficiency and effectiveness of service
 Students discuss how organisational structure and policies
on social work
systems implemented
impact on practice and are consistent with the AASW Code of
practice with
 Describe and demonstrate how these
Ethics and AASW Practice Standards.
individuals, groups,
structures and processes shape their

Students analyse how organisational systems and processes
and/or communities.
practice, with reference to AASW Code
are responsive to the needs of the service user.
of Ethics and AASW Practice Standards.
 Develop work place
 Students keep a work diary and timesheet showing planned
skills and strategies
and actual use of time and review this with the field educator
 Adapt their behaviour to take account of
needed to work
as and when appropriate.
the work environment, including
effectively with
 Students participate in work place meetings as appropriate and
effective time management and proper
colleagues and other
complete at least one set of minutes of a meeting.
agency record keeping.
staff both within and
 Students keep appropriate agency records of work done,
outside the agency.
 Establish effective working relationships
addressing ethical considerations, with respect to using online
with colleagues in the placement agency
communication and social media, including confidentiality,
and workers in other agencies with whom
privacy and professional boundaries, and addresses these
they come in contact, including
appropriately.
multidisciplinary teams (if appropriate)
 Students seek opportunities to work or consult with colleagues
in the organization and consciously reflect on how they go
about establishing effective working relationships.
22
Module 3: Relationships and Interpersonal Skills (AASW Practice Standard VI (6) – Communication and interpersonal skills and (3) – Culturally responsive
and inclusive practice)
The focus is on students demonstrating the ability to relate constructively to a wide range of people.
Goals
Objectives/Evaluation Criteria
Tasks and Learning Activities
To help students:
In achieving these learning objectives, students are
 Complete a minimum of four pieces of written work.
able to:
These can include a combination of process records
 Develop their abilities to establish
(see pages 83-85, Chapter 6, Cleak and Wilson (2013),
purposeful relationships in social work.
 Develop constructive and purposeful
reflection sheets (see page 58 on ‘Reflective Practice’,
relationships with a wide range of people (such as
 Understand the ethical dimensions and
Chapter 6, Cleak and Wilson (2013), analysis of
service users, community members, and relevant
principles in interacting with others as a
critical incidents etc. At least two must be process
others.
social worker.
records. These records should include responses to
 Engage ethically in these relationships (such as
practice from service users, examples of work leading
 Develop their capacity for the purposeful
upholding confidentiality, working in the service
to outcomes considered by the student to be good as
use of self in these relationships.
user’s interest, setting appropriate boundaries and
well as less satisfactory. They should help students
 Develop an adequate understanding and
addressing power differential).
identify knowledge, skills, ethical principles, student’s
knowledge of cultural diversity in order to
feelings, assumptions about other’s affect and the
 Use of appropriate verbal and nonverbal
work in a culturally responsive and
inferences they make in their interactions with others.
communication with a wide range of service
inclusive way.
These records are prepared for and discussed in
users and relevant others.
supervision.

Use conflict management, mediation and
negotiation skills when appropriate.

Demonstrate knowledge of cultural diversity.

Draw up an inventory of skills and knowledge needed
for effective social work practice in this organisation,
including the use of feedback from service users, to
affect social work practice.

Field educator is to observe student’s practice on at
least two occasions - this observation may also take the
form of audio or videotapes of work. Discussion and
feedback based on these observations provides
valuable learning opportunities for students.

Demonstrate an understanding of working with
cultural difference and diversity.
23
Module 4: Assessment, Planning and Intervention (AASW Practice Standard VI (4) – Knowledge for practice, (5) - Applying knowledge to practice and (6) Communication and interpersonal skills)
This module is concerned with the development and application of a framework for assessment and planning relevant to the agency. This may be prescribed by
agency policy, in which case, students will evaluate how this framework shapes their practice. Alternatively, they may develop their own format to suit their
learning objectives
Goals
Objectives/Evaluation Criteria
Tasks and Learning Activities
To help students:
In achieving these learning objectives, students are  Complete at least one formal written piece of
able to:
assessment, analysis or planning, using either an
 Develop their capacity to make a social work
agency format or one developed for this task.
assessment and planning.
 Gather relevant information for the purpose of
making assessment.
 Describe the principles and processes used in
 Develop an understanding of the processes of
reaching this analysis, assessment or plan.
decision making involved in making an
 Make assessment based on their analysis of
Include the use of research/evidence-based
assessment or a plan.
information gathered.
practice in the process.
 Develop an understanding of the way in which
 Formulate an action plan based on their
 Consider the process and impact of sharing the
ethical issues/principles and personal
assessment of practice situation, their
analysis, assessment, or plan with those affected
assumptions/ values influence the analysis,
understanding of the agency context and the
by it, including the right of service user to
assessment or planning process in the context of
group served by the agency.
question.
the agency.
 Articulate their use of appropriate social work
 From analysis/assessment develop a service plan
knowledge and theory, including research and
that outlines what is being offered and review
evidence-based practice, in assisting and
this plan routinely.
supporting their assessment and action plan.

Demonstrate an awareness of their own role in
developing this assessment and an ability to
evaluate the strengths and limitations of any
conclusions reached
24
Module 5: Applying Knowledge to Practice (AASW Practice Standard VI (5) – Applying knowledge to practice, (6) – Communication and interpersonal skills
and (7) – Information recording and sharing)
This module is concerned with students making clear links between their agency policies, their understanding of a situation, their own role in developing an
assessment or plan and using that information to identify and carry out purposeful action.
Goals
Objectives/Evaluation Criteria
Tasks and Learning Activities
To help students:
In achieving these learning objectives, students are
 Demonstrate the use of a minimum of three
able to:
skills relevant to the agency context,
 Develop their ability to carry out planned
including at least one that relates to contact
intervention and engage in practice action.
 Demonstrate skills in undertaking practice
with an individual, and one that relates to
action or implementing planned intervention
 Develop their ability to evaluate their
contact with a group. This demonstration
in a range of social work tasks and situations.
intervention or action and to use this
takes the form of discussing the skills used,
evaluation to guide future action.
 Articulate the rationale for action that utilises
applying relevant reading to the work done
different forms of knowledge (such as
and reflecting on work observed by the field
 Understand higher level systemic influences
theoretical, procedural, personal and
educator.
on people with respect to area of practice.
experiential knowledge and practice wisdom)
 Identify and present to Field Educator the
 Understand and articulate social work and
including feedback from client or community
links between skills, knowledge, theories for
other relevant theories and concepts.
members.
practice and values used in action or
 Evaluate the usefulness (or otherwise) of
intervention in at least two situations.
social work theories and new knowledge
 Demonstrate a broader understanding
relevant to practice.
specific social work theories underpinning
 Seek out new knowledge relevant to practice
social work practice at all levels, including
context, including research.
use of knowledge from other relevant subject
areas such as law, sociology, anthropology,
politics, economics, history, social theory,
psychology, humanities and philosophy.
25
Module 6: Student Learning and Professional Development (AASW Practice Standard VI (1) – Values and ethics, (2) – Professionalism, (3) – Culturally
responsive and inclusive practice, and (8) – Professional development and supervision)
The content for this module is reflected in the whole curriculum. The module focuses on developing students’ capacity for learning and professional development.
Goals
Objectives/Evaluation Criteria
To help students:

Develop a good sense of commitment to
professional learning and development.

Develop their ability for reflective evidence
based practice.

Identify, reflect on and deal with the issues and
tensions between the student’s personal and
professional selves.
Tasks and Learning Activities
In achieving these learning objectives, students are able
to:

Demonstrate a commitment to learning in the
field (such as adopting an open attitude to
learning, showing initiative in learning and
putting into practice what they have learnt from
feedback, etc).

Make good use of supervision during placement.

Demonstrate increasing capacity for independent
practice.

Develop a strong sense of ethical practice.

Demonstrate clear capacity for ethical reasoning
in a range of situations.

Demonstrate an ability to engage in reflective
learning.

Develop an appreciation of the nature of social
work practice and the need for continued
professional learning in meeting the demands of
a changing society.

Make use of social work values and principles to
guide their practice.

Work with difference and diversity in a
respectful and empowering manner.

Develop an understanding of the process of
ethical and professional decision making relating
to individuals, groups and/or communities.

Students read the AASW Code of Ethics and AASW
Practice Standards early in placement. They consider
the relevance of the Code of Ethics and Practice
Standards to social work in their agency context and
in the context of particular pieces of work.

Students write and review a professional
development plan and relate it to professional
practice issues that they might find challenging or
confronting.
For example: Identify a practice issue, explore the
reasons behind this and discuss a plan of action with
Field Educator to address the issue in a professional
manner.

Students compare and contrast what they did with
what they would ideally do in a situation and
articulate the principles used to describe the
difference. For example, students may identify that
part of the discrepancy was associated with a failure
to respect the individuality of the person with whom
they are working, or to overlook the ownership that
community members express about the project.

Students identify an ethical dilemma and reflect on
this while examining professional ethics and values.
*Suggested headings for the learning curriculum may be:
Learning goals &
objectives
Starting points (what do I
know or have experienced)
Tasks (in the context of the
agency)
Time (weeks)
Evaluation (how will I know, who will
give feedback/evaluate)
26
Core Curriculum for SWSP7366 (Field Placement 1); SWSP4266 and SWSP7266
(Field Placement 2); and SWSP4088 (Supervised Practice 2)
This chapter states the overall learning goals and graduate attributes for final
placement. It defines the curriculum content for each of the six modules for this
placement.
Goals
The courses SWSP4266, SWSP7266 & SWSP7366; and SWSP4088 aim to
provide students with the opportunity to address the following learning goals:






Develop and demonstrate integration of the academic and practice base
for social work at a beginning practitioner level
Develop and demonstrate the capacity to operate as a beginning social
work practitioner
Demonstrate the capacity to develop constructive and purposeful
relationships with others to facilitate work towards mutually understood
and negotiated goals
Demonstrate a capacity to adapt professional practices to changing
circumstances
Demonstrate the ability to clearly articulate and justify understanding,
recommendations and action in social work practice, and
Demonstrate the capacity to apply and justify ethical standards to social
work practice.
Final Placement - Hours for Attendance at Placement
SWSP4266/SWSP4088 is normally an eighteen week block placement of 4
days per week, approximately 7 hours per day (minimum of 500 hours).
SWSP7266 is normally an eighteen week block of 4 days per week,
approximately 7 hours per day (minimum of 500 hours). SWSP7366 is
normally an eighteen to twenty one week block placement of 5 days per week,
approximately 7 hours per day (minimum of 600 hours).
Breaks for morning tea and lunch are in addition to this. Most agencies expect
the student to be there between 9.00 am and 5.00 pm. However, there will be
variations in that expectation and it is hoped that both students and agencies can
be flexible about when the placement hours can be worked. Students may from
time to time engage in out of hours work (e.g. when running an evening group
session or a weekend workshop) and equivalent time in lieu should be taken at a
convenient point for all concerned. Generally this time should be taken soon
after it is accrued. (Refer to Section 4 of this manual for more information about
attendance.)
Text
Cleak, H. and Wilson, J. (2013) Making the Most of Field Placement, Third
Edition, Cengage Learning, South Melbourne. This text offers many useful
suggestions, exercises and references for both students and supervisors.
27
Recommended texts
It will also be helpful for students to refer to the following texts:
HARMS, L. (2007), Working with People, Oxford Univeristy Press, Oxford, UK.
HEALY, K. (2012), Social Work Methods and Skills, The Essential Foundations
of Practice, Palgrave Macmillan, UK.
HEALY, K. (2005), Social Work Theories in Context, Creating Frameworks for
Practice, Palgrave and MacMillian, NY.
O’Connor, I., Wilson, J., Setterlund, D., Hughes, M., (2008) 5th ed., Social Work
and Human Service Practice, Pearson Education, Australia.
Graduate Attributes – First and Final Placements
At the end of the social work program, graduates will be able to demonstrate
they are “competent, effective, skilled, knowledge-based, ethically aware and
confident practitioners.” As per the AASW accreditation guidelines, they will
“have a commitment to social justice and social change in the interests of the
citizens of their society, recognising that there are competing views of desirable
approaches to the organisation of society and the provision of social services.
They will have the ability to think critically and reflectively about their practice,
and a commitment to intervene in the interests of the client groups they serve.”
Social work students having completed first placement (SWSP3155 or
SWSP7155) will be able to demonstrate the following attributes:

Knowledge of theories, principles and processes of social work, as well as
established, emerging and potential fields of practice and modes of
intervention.

An understanding that social work builds on, develops and applies
foundational disciplinary knowledge in the social and behavioural
sciences and humanities.

Capacity to engage in effective practice at micro, meso and macro levels
(includes assessment and intervention skills for work with individuals,
groups, families, organisations, communities and other social systems).

Capacity to articulate rationales for practice in different contexts, drawing
upon professional knowledge bases, theories and values.

Awareness of personal strengths and limitations.

Capacity to assess situations and select responses from a broad range of
knowledge bases and skills.

Capacity to proactively engage in critical reflection and evaluation of
practice.

Appropriate self-management and self care skills.

The ability to proactively and purposefully engage with and use
information and ideas in pursuing the goals of social work practice.

The ability to communicate effectively across difference, including the
capacity to strategically adapt communication styles.

Awareness of when and how to make autonomous decisions and/or
collective decisions.

An ability to respond constructively to diverse and challenging
circumstances.
28










An understanding of the applicability of social work processes to a
diversity of situations and contexts.
The application of informed conceptual frameworks to the analysis of and
response to issues, phenomena and problems in social work practice.
The capacity to critically reflect on, monitor and evaluate one’s own
practice.
The capacity to evaluate opinions, make and articulate decisions and
reflect critically on the justification for decisions.
Active commitment to the promotion of societal wellbeing and of that of
the peoples living in Australia and elsewhere.
An active commitment to social justice.
An understanding of social work as a profession which values the worth
of the individual as well as that of the collective.
Capacity to recognise, think through and respond to ethical issues that
arise in practice.
Knowledge and application of the AASW Code of Ethics in the promotion
of ethical practice in specific contexts.
Capacity to respond to difference, e.g. those mediated by gender, class,
ethnicity, age, different abilities.
Through SWSP4266/SWSP4088, SWSP7266 & SWSP7366, social work
graduates will be able to demonstrate these additional attributes:












Knowledge of the relationships among different fields of practice and
modes of social intervention.
Openness to emerging disciplinary knowledge and its relevance to social
work.
Capacity to engage in multiple modes of practice (e.g. policy practice,
interpersonal and family work, research).
Cultural and social awareness of self.
Capacity to employ strengths to achieve negotiated social work goals in
different practice contexts.
Awareness of and capacity to proactively use self as a change agent.
Commitment to continuing professional development and learning,
including professional supervision.
An awareness of environmental demands of social work practice in its
different contexts.
The ability to use effective verbal, non-verbal and written communication
skills (in the contexts of communication between people, groups,
communities, organisations, and institutions using a range of
communication modalities) to achieve social work goals.
The capacity to work collaboratively with others and to participate in
multi-disciplinary teams.
A capacity for team membership as a responsible and autonomous
practitioner.
Awareness of social work as a creative profession able to respond to
continuous change.
29






Commitment to the development and application of knowledge in the
human services.
A capacity to respond to non-routinised and continuously changing
conditions.
The capacity to continuously evaluate theoretical and other developments
in knowledge for social work practice.
The capacity to critically evaluate scholarship and research findings and
apply this knowledge in practice.
The capacity to engage in critical analysis to facilitate individual or
collective action.
Awareness of the cultural relativities of social work and of one’s own
cultural identity.
Final Placement - THE CURRICULUM CONTENT OF THE SIX MODULES
The learning content, goals and objectives are elaborated in each module. The
learning objectives indicate the evaluation criteria used for each module. The
tasks and learning activities guide and facilitate student learning in these
modules. Students and field educators (in consultation with field tutor) can
identify and structure additional or alternate tasks and learning activities that are
appropriate to the agency/practice context and students learning focus.
30
Modules for SWSP7366 , SWSP4266/4088 and SWSP7266 –Field Placement 1, Field Placement 2 and Supervised Practice 2
Module 1: Social Work in Society (AASW Practice Standard VI (1) – Values and ethics, (4) - Knowledge for practice, (5) – Applying knowledge to
practice)
The module aims to help student links an in depth understanding of the purpose of social work in society to social work in their placement agency in a
way that is specific enough to guide practice.
Goals
To help students:



Develop an analysis of the
way society and individuals
interact to produce
opportunities and challenges
for social work practitioners.
Develop a framework for
practice that moves from an
analysis of society to specific
knowledge, skills, theories
for practice and values to
achieve negotiated outcomes.
Make links between their
understanding of the purpose
of social work in society and
the agency’s purpose.
Objectives/Evaluation criteria
In achieving these learning objectives, students
are able to:

Articulate an understanding of the purpose of
social work in their evolving practice
framework.

Identify the purpose of social work in their
placement agency.

Understand higher level systemic influences
on people with respect to area of practice.
Tasks and learning activities
 Students are asked to write a brief outline of their approach
to social work/practice framework (see appendix 5).This
document should identify their view of social work’s
mandate in society, the ethical base of their practice, major
areas of knowledge, theories for practice, and a description
of their skills. The write-up should be done in two stages:
a) Firstly, notes on this task should be made and include
reference to areas that need developing as well as
areas of strength.
b) Secondly, students complete their outline/practice
framework towards the end of placement.


Students make explicit their understanding of social work,
which includes social justice and human rights principles,
in discussions of particular pieces of work.
Write a reflective piece in relation to your practice which
identifies an awareness of social, political, legal, cultural
and organisational contents and systems and how they
impact on people.
31
Module 2: Organizational Base of Practice (AASW Practice Standard VI (2) – Professionalism, (4) – Knowledge for practice, (5) – Applying
knowledge to practice, (6) – Communication and interpersonal skills)
This module aims to help students develop an understanding of the opportunities and limits the placement organisation provides and relate this to their
knowledge of working in human service organisations. Students learn to use this understanding to work ethically and constructively within the
organisation.
Goals
To help students:


Develop an
understanding of the
organisation’s mission
statements, policy
framework, structure,
culture, resource base,
ideology etc and how
these factors
limit/enable social work
practice with
individuals, groups
and/or communities.
Acquire the knowledge
of and capacity to carry
through a range of work
place skills at a level
appropriate for a
beginning practitioner.
Objectives/Evaluation criteria
In achieving these learning objectives, students are able
to:

Articulate and demonstrate the ways in which the
organisational mandate, structure and culture
impact on their work.

Manage their time and prioritise their work
independently.

Understand the processes and purposes of work
place meetings and to use that understanding to
participate effectively in these meetings.

Keep relevant records of practice and meet agency
recording and documentation requirements.

Establish effective working relationships with
colleagues in the placement agency and workers in
other agencies with whom they come in contact.
Tasks and learning activities

Students keep a work diary showing planned and
actual use of time and review this with the field
educator as and when appropriate.

Students review the way they work with others
in a team environment on at least one occasion in
supervision, with reference to AASW Practice
Standards and Code of Ethics.

Students participate in work place meetings as
appropriate. If possible, the student should have
the experience of chairing a meeting. If this is
not possible, they should observe and comment
on meeting facilitation processes with their field
educator.

Students should complete at least one set of
minutes of a meeting.

Students maintain records of work undertaken to
meet agency standards, and AASW Practice
Standards.

Students pay consistent attention to the
organisation’s mandate and structure in all areas
of placement activity.
32
Module 3: Relationships and Interpersonal Skills (AASW Practice Standard VI (2) - Professionalism, (6) – Communication and interpersonal skills
and (3) – Culturally responsive and inclusive practice)
This module aims to help students understand the dynamics of relationships and demonstrate their ability to relate constructively and flexibly to a wide
range of people.
Goals
To help students:


Develop their abilities to
establish purposeful
relationships in social
work.
Understand the ethical
dimensions and principles
in interacting with others
as a social worker.

Develop their capacity for
the purposeful use of self
in these relationships.

Develop an adequate
understanding and
knowledge of cultural
diversity in order to work
in a culturally responsive
and inclusive way.
Objectives/Evaluation criteria
In achieving these learning objectives,
students are able to:

Demonstrate their ability to develop
and sustain purposeful relationships
with a wide range of people (such as
service users, community members
and colleagues) in the course of their
work.

Demonstrate their ability to engage
ethically in these relationships (such
as upholding confidentiality, working
in the client’s interest, setting
appropriate boundaries and
addressing power differential).


Modify their behaviour in the light of
this understanding and in response to
feedback on ineffective or
inappropriate behaviour.
Work respectfully and inclusively
with cultural difference and diversity.
Tasks and learning activities
 Completion of a minimum of four pieces of written work. These can
include a combination of process records (see pages 83-85, Chapter 6,
Cleak and Wilson (2013) and reflection sheets (see page 58 on
‘Reflective Practice’, Chapter 6, Cleak and Wilson (2013). At least
two must be process records. These records should include examples
of work leading to outcomes considered by the student to be good as
well as less satisfactory. These records are to be prepared for and
discussed in supervision, identifying skills, knowledge and theory
base, and ethical principles underpinning the interactions, as well as
student’s feelings and assumptions about others.

Write an inventory of skills and knowledge needed for effective
practice in this organisation.

Field educator is to observe student’s practice on at least two
occasions - this observation may also take the form of audio or
videotapes of work. The student is to reflect on and critique their
performance and to discuss this with their field educator.

Demonstrate an understanding of working with cultural difference and
diversity.

Students keep notes on at least two supervision sessions that reflect
the use made of these sessions to enhance their performance as
practitioners, including their relationships with service users.
33
Module 4: Assessment, Planning and Intervention (AASW Practice Standard VI (4) – Knowledge of practice, (5) – Applying knowledge to practice,
and (6) – Communication and interpersonal skills)
This module is concerned with the development and application of a framework of knowledge, skills, and values for analysis, assessment or planning
relevant to the agency. This may be prescribed by agency policy, in which case students will apply it and evaluate how this framework shapes their
practice. The framework used should be suitable for a beginning practitioner.
Goals
To help students:
Objectives/Evaluation criteria
In achieving these learning objectives, students
are able to:

Develop their capacity to
make social work assessment 
and formulate action strategies
based on their assessment.

Develop an understanding of
the processes of decision
making involved in making an
assessment or a plan.

Develop an understanding of
the way in which ethical
issues/principles and personal
assumptions/values influence
the analysis, assessment or
planning process in the
context of the agency.

Tasks and learning activities
 A) Complete at least one formal written piece of
assessment, an analysis or plan using either an agency
format or one developed for this task. B) Describe the
Gather relevant information for the purpose of
principles and processes used in reaching this analysis,
making assessment, analysis or plan regarding
assessment or plan, including the use of research/evidencea practice situation.
based practice. Consider the impact of sharing the analysis,
Make assessment based on their analysis of
assessment or plan with those affected by it, including the
information gathered.
right of the service user to question.

Formulate a service plan based on their
assessment/analysis, and share this with
service users or community members.

From analysis/assessment develop a service plan that
outlines what is being offered and review this plan
routinely.

Integrate their use of appropriate social work
knowledge and theory, including research and
evidence-based practice, in assisting and
supporting their assessment.


Demonstrate an awareness of their own role
in developing this assessment and action plan
and are able to evaluate the strengths and
limitations of any conclusions reached.
Complete a research proposal or funding submission or
policy proposal, in relation to agency need, at a standard
expected of a beginning practitioner. Students connect
social work practice with knowledge from research
relevant to their placement and/or practice and provide a
presentation on this.
34
Module 5: Applying Knowledge to Practice (AASW Practice Standard VI (1) – Values and ethics and (2) - Professionalism)
This module is concerned with students making clear links between their agency policies, their understanding of a situation, their own role in
developing an analysis, assessment or plan and using that information to identify and carry out purposeful action.
Goals
To help students:



Integrate the material
in the previous
modules so that it
informs action
undertaken and
evaluation of work.
Develop their ability to
use different methods
of intervention or
action when working
with people as service
users, community
members or colleagues.
Develop their ability to
evaluate their
intervention or action
and to use this
evaluation to guide
future action.
Objectives/Evaluation criteria
In achieving these learning objectives, students are able to:

Engage effectively in different methods of
intervention (e.g. individual, group or community
work) when working with people in a range of
practice contexts.

Articulate the rationale for practice action.

Make flexible use of planned intervention based on
ongoing assessment of client’s/practice situation.

Evaluate the usefulness (or otherwise) of the
intervention or action for individuals, groups or
communities concerned and use this to guide future
action.

Articulate clear links between their understanding of
the literature (both specific to the agency and general
social work texts) and their evaluation of action or
intervention undertaken.

Student is able to engage in different professional
activities whenever appropriate to acquire a range of
skills and techniques - such as meeting facilitation,
conflict resolution, group facilitation, team work,
advocacy, negotiation, program development,
networking and case management.
Tasks and learning activities

Students are required to demonstrate the use of
a minimum of three skills/techniques relevant
to the agency context. This demonstration takes
the form of using these skills in intervention or
action and relating them to knowledge for
practice.

Identify and present to Field Educator the links
between skills, knowledge, theories for
practice, and values used in action or
intervention in at least two situations.

Seek out new knowledge relevant to practice
context.

Demonstrate a broader understanding of
specific social work theories underpinning
practice at all levels, including use of
knowledge from other relevant subject areas
such as law, sociology, anthropology, politics,
economics, history, social theory, psychology,
humanities and philosophy.
35
Module 6: Student Learning and Professional Development (AASW Practice Standard VI (1) – Values and ethics, (2) – Professionalism,
(3) – Culturally responsive and inclusive practice and (8) – Professional development and supervision)
The content for this module is reflected in the whole curriculum. The module focuses on developing students’ capacity for continuing learning and
professional development and the development of a strong sense of professional identity.
Goals
To help students:

Build on their
commitment to the
ongoing development of
professional skills and
knowledge.
Objectives/Evaluation criteria
In achieving these learning objectives, students are able
to:

Demonstrate a commitment to learning in the field
(such as adopting an open attitude to learning,
showing initiative in learning and putting into
practice what they have learnt from feedback, etc.).
Develop an
understanding of the
purpose of supervision
and a capacity to utilise
professional supervision
in practice.

Demonstrate a capacity for independent practice.

Demonstrate an ability to engage in reflective
practice.

Make constructive use of supervision to advance
their professional learning and development.

Develop their ability for
reflective practice.

Make use of social values and principles to guide
their practice.

Develop a strong sense
of ethical practice

Appreciate the
relationship between
research and learning

Tasks and learning activities

Students read the AASW Code of Ethics and Practice
Standards early in placement. They consider the
relevance of the Code of Ethics and the Practice
Standards to social work in their agency context and
particular pieces of work.

Students write and review a professional development
plan and relate it to professional practice issues that
they might find challenging or confronting.
For example: Identify a practice issue, in relation to their
professional career, and explore the reasons behind this.
Discuss a plan of action with their Field Educator to address
the issue in a professional manner.
36

Develop an appreciation
of the nature of social
work practice and the
need for continued
professional learning in
meeting the demands of
a changing society.

Develop an understanding of the process of ethical
and professional decision-making relating to
individuals, groups and/or communities.

Work with difference and diversity in a respectful
and empowering manner.

Identify their approach to social work practice as
an emerging practitioner.

Seek out research/information to a practice
issue/theme.

Identify and reflect on the issues and tensions
between the student’s personal and professional
selves.

Students compare and contrast what they did with
what they would ideally do in a situation and
articulate the principles used to describe the
difference. (For example, students may identify that
part of the discrepancy was associated with a failure to
respect the individuality of the person with whom they
are working, or to overlook the ownership that
community members express about the project.)

Students identify an ethical dilemma and reflect on
this while examining personal and professional ethics
and values.
*Suggested headings for the learning curriculum may be:
Learning goals &
objectives
Starting points (what do I
know or have experienced)
Tasks (in the context of
the agency)
Time (weeks)
Evaluation (how will I know,
who will give
feedback/evaluate)
37
4.
ATTENDANCE
4.1
Important Dates for Field Placement
Semester 1, 2014
Field Placement 1 (SWSP3155)
 Attend compulsory Pre-Placement Workshop 17 February
 Commence Placement 18 February (note that this is two weeks before semester starts)
 Complete Placement 20 June
 A minimum of 500 hours, 18 weeks, 4 days per week
Field Placement 1 (SWSP7155)
 Attend compulsory Pre-Placement Workshop 17 February
 Commence Placement 18 February (note this is two weeks before semester starts)
 Complete placement 20 June
 A minimum of 500 hours, 18 weeks, 4 days per week
Field Placement 1 (SWSP7366)
 Commence Placement 3 February (note this is four weeks before semester starts)
 Attend compulsory Pre-Placement Workshop 17 February
 Complete placement 27 June
 A minimum of 600 hours, 21 weeks, 4 days per week
Field Placement 2 (SWSP4266 & SWSP7266) and Supervised Practice 2 (SWSP4088)
 Attend compulsory Pre-Placement Workshop 17 February
 Commence Placement 18 February (note that this is two weeks before semester starts)
 Complete Placement 20 June
 A minimum of 500 hours, 18 weeks, 4 days per week
Most students are required to attend Integration Seminars during placement. Details are available via
the UQ website, mySI-net (Course & Timetable Info), using the relevant course code. A UQ password is not
required to access this information.
Semester 2, 2014
Field Placement 1 (SWSP7155)
 Attend compulsory Pre-Placement Workshop 14 July
 Commence Placement 15 July (note that this is two weeks before semester starts)
 Complete Placement 14 November
 A minimum of 500 hours, 18 weeks, 4 days per week
Field Placement 1 (SWSP7366)
 Commence Placement 30 June (note this is four weeks before semester starts)
 Attend compulsory Pre-Placement Workshop 14 July
 Complete placement 21 November
 A minimum of 600 hours, 21 weeks, 4 days per week
Field Placement 2 (SWSP4266 & SWSP7266) and Supervised Practice 2 (SWSP4088)
 Attend compulsory Pre-Placement Workshop 14 July
 Commence Placement 15 July (note that this is two weeks before semester starts)
 Complete Placement 14 November
 A minimum of 500 hours, 18 weeks, 4 days per week
Most students are required to attend Integration Seminars during placement. Details are available via
the UQ website, mySI-net (Course & Timetable Info), using the relevant course code. A UQ password is not
required to access this information.
38
During second semester, final placement students are encouraged to attend a Professional and Development
Seminar during placement, and are also encouraged to attend an event titled ‘Thank You and Farewell Day’
held during the scheduled final week of placement. The farewell event for students and field educators
consists of student presentations and the opportunity for celebration of completion of placement.
4.2
Student Illness during Placement
Students should notify their field educator if they are ill and unable to attend placement.
In accordance with the ASWEAS guidelines:
3) Students must successfully complete a minimum of 1,000 hours in at least two field
education subjects. These hours must be completed within the normal working
hours/days of the organisation hosting the placement. No leave of any kind may be
included in this requirement; that is, the full 1,000 hours must be completed.
(Australian Social Work Education and Accreditation Standards (ASWEAS) 2012
Guideline 1.2: Guidance on field education programs)
If students are concerned about taking extended sick leave while on placement, they should
contact the Field Education Unit in the School of Social Work and Human Services.
4.3
Public Holidays
Public holidays are not included in placement hours.
4.4
Transport
Students are responsible for the cost of going to and from the agency daily during
placement.
The procedures and policy concerning the student's use of transport on placement will vary
depending on the agency offering the placement.
Some agencies provide a mechanism for reimbursement of student’s travel expenses
incurred in connection with performing their normal duties. Other agencies allow students
to use agency cars. It is important to be very specific about the agency requirements
concerning driving agency cars or using a private vehicle on agency business, e.g.
arrangements re insurance and driver’s licence requirements.
Some agencies do not have funds available for student travel costs. Arrangements for travel
expenses need to be clarified between the field educator and the student. The University of
Queensland does not provide funds for travel expenses for students on placement.
39
5.
TEACHING AND LEARNING ON PLACEMENT
Overview of the Field Education Courses
Social Work Field Education in the School of Social Work and Human Services at The
University of Queensland comprises 6 courses, SWSP3155, SWSP7155 and SWSP7366
(Field Placement 1); SWSP4266 and SWSP7266 (Field Placement 2); SWSP4088
(Supervised Practice 2). In these courses students are located in agencies to participate in
the practice of social work under the supervision of social work practitioners who have at
least 2 years experience in the field.
Placement, practicum or supervised practice is the time when students test themselves in
the social work role in particular agency contexts or fields, develop skills in a range of
social work methods, and engage in the application of academic learning in the practice
environment. Students are required to demonstrate competence in the curriculum content
modules and to meet the evaluation criteria as outlined in Chapters 4 and 5. See Chapter 3,
4 and 5 for a detailed overview of SWSP3155, SWSP7155 and SWSP7366 (Field
Placement 1); SWSP4266 and SWSP7266 (Field Placement 2); SWSP4088 (Supervised
Practice 2).
All course-related administrative matters are now located in respective Electronic Course
Profiles (eCPs). These contain details, course staff, aims and objectives, learning
resources, learning activities, assessment schedule, and university and school policies
related to assessment. Students need to be familiar with these eCPS and their content. To
access your eCP, acess the Courses and Programs database on the UQ website at
http://www.uq.edu.au/study/ and search by course name or code.
Learning Objectives
The field placements will enable students to develop and demonstrate:

Knowledge of the specific agency’s social policy base, its structure and mission and
the impact of these on social work practice

An emerging framework of ethical, knowledge and skills bases for beginning social
work practice through linking practice and theory

Skills to relate constructively and purposefully to a wide range of people and to
reflect on the use made of self in that process

A capacity to critique the position of social work in contemporary society from the
perspective of the placement agency

Work place practices appropriate for emerging social work practitioners

An ability to learn from practice and to apply knowledge to what is happening in
practice, and

An ability to realistically review their performance against individual evaluation
criteria.
40
Modules for Learning Curriculum
The core curriculum for each course is outlined in this manual, with six modules specifying
the content to be learnt, tasks to accomplish this learning and the required outcomes. A
brief outline of an unsatisfactory level of achievement is also provided for each module (see
Appendix 6).
The six modules for the curriculum for both third and fourth year supervised practice
courses are:

Social Work in Society

Organisational Base of Practice

Relationships and Interpersonal Skills

Assessment, Planning and Intervention

Knowledge for Practice

Student Learning and Professional Development
It is expected that these modules and the learning derived from them will be relevant and
applicable across all placement contexts, whether the work involves community
development, policy, research, advocacy, casework, family work or a combination of
methods in a range of fields. The modules are designed to ensure that, in all placements,
students pay attention to both the macro and the micro dimensions of practice.
The core tasks provide a standard baseline for all placements. Completing these minimum
tasks in relation to each module ensures that there is appropriate and sufficient material on
which to base an evaluation of learning on placement. In addition to these core tasks,
students will be involved in a wide range of other agency based work which also provides a
basis for learning and evaluation of that learning. The listed core tasks are not exhaustive
in defining a placement. Students and Field Educators are encouraged to develop and
document other tasks that are specific to the organisational context for placement.
Pre-requisites for Placement
Students must have passed the relevant pre-requisite study as outlined in the Social Work
program prior to progressing to field education courses.
The prerequisite for SWSP3155 (Field Placement 1) is the successful completion of both
years 1 and 2 of the BSW program, which includes Direct Practice courses (SWSP2077 and
SWSP2088). Similarly the pre-requisite study for SWSP4266 and SWSP4088 is the
successful completion of Years 1, 2, 3 and semester 1 of year 4 of the BSW program, which
included an Advanced Specialisation course. Details of the study completed are available in
the outline of the Bachelor of Social Work Program.
For students in the Master of Social Work Studies (32 unit program), the pre-requisite for
SWSP7155 (Field Placement 1) is the successful completion of at least 6 core units (3 core
courses) of study which must include SWSP7177 (Direct Practice 1). Before progressing to
SWSP7266 (Field Placement 2), students must complete at least 24 units of study and be
enrolled in their final semester of the program.
For students on the Master of Social Work Studies (24 unit program), the pre-requisite for
SWSP7366 (Field Placement 1) is the successful completion of at least 16 units of study
and they must be enrolled in their final semester of the program.
41
During placement it is expected that students review the content of all previous years’
courses in order to facilitate the linking between academic and practice learning.
Teaching and Learning Modes
Supervised Practice 1 and 2 and Field Placement 1 and 2 are the experiential components
of the social work program. Students are expected to be proactive in negotiating with their
field educator (supervisor) around their engagement in a range of learning opportunities
available at the placement agency. By active involvement in the work of the agency,
students experience the social work role and thus have opportunities to develop relevant
skills and knowledge from practice.
Increasingly, social work is embracing a reflective process in practice as a way of
promoting further professional growth and development of knowledge through ongoing
evaluation of social work practice (Healy, 2012). Such a process depends on an ability to
name what is happening, to consciously direct practice and to compare what is happening
against desired goals. In field education, reflective practice is dependent on an
understanding of how people learn, engagement with a curriculum for skills development
and practice, and the integration of academic and placement learning into the individual’s
overall practice framework. In an attempt to cultivate this approach to practice, a model for
structured learning that fosters reflective practice is described below. (See Section 5.4 of
this manual.)
The structured curriculum includes:

Core learning for students irrespective of the fields and methods of practice in any
agency, and

Additional areas specific to the interests of the agency, and learning needs
identified by the student, field educator or field tutor.
It is dependent on a specific and mutually understood approach to structuring the
teaching/learning experience developed by each pair of student and field educator. Such an
approach is also grounded in an understanding of the nature of human service practice in
contemporary society.
Texts
Cleak, H. and Wilson, J. (2013) Making the Most of Field Placement, Third Edition,
Cengage Learning, South Melbourne.
O’Connor, I., Wilson, J., Setterlund, D., Hughes, M., (2008) 5th ed., Social Work and
Human Service Practice, Pearson Education, Australia.
Healy, K. (2012), Social Work Methods and Skills, The Essential Foundations of Practice,
Palgrave Macmillan, UK.
These are useful references for both students and field educators during placement.
42
Resources Available and Required
Given that placements are negotiated and confirmed in the semester prior to their
commencement, it is understood that the resources listed as required are generally available
unless other arrangements have been specifically agreed upon.
Students appreciate a space/desk to call theirs, where they can leave books, files and other
material on which they may be working. Ideally they need access to a telephone and
computer in most agency contexts. They need field educators able to balance the tensions
between being available to the student and able to meet the demands of their work place,
and who find the opportunity to open their practice to scrutiny a useful exercise in their
own professional development.
It is important to be clear about the issues and areas in which the student can take risks and
experiment and areas where this is not possible. If required to complete tasks away from the
office, students will need access to agency vehicles or reimbursement for travel expenses
incurred.
Field educators require the support and recognition of their agency managers and
colleagues in undertaking to provide a placement. Field educators prefer to work with
students who demonstrate an interest in the learning available and the ability to take some
responsibility for negotiating the pace and direction of their learning.
Both Field Educators and Students require access to the Field Education Unit staff,
and/or to their designated field tutors to enhance and support the placement. It is expected
that field educators and students engage in the shared learning/teaching process through
formal supervision of at least one to two hours per week.
5.1
Learning Agreements
A learning agreement that identifies the rights and obligations of student and field educator
should be negotiated at the commencement of placement. This learning agreement will
assist each student and field educator to clarify and negotiate how they anticipate working
together during placement.
This could include undertakings regarding what time is available, how the field educator
can be accessed, who else can be consulted, specific agency requirements, e.g. about access
to resources such as cars or computers, protocols for chart entries, sending letters. One
format for a learning agreement is included as Appendix 1. See also Section 2 of this
manual for further details of roles and responsibilities of students and field educators.
5.2
Structuring Learning on Placement
Teaching and learning on placement occurs in a wide range of ways and involves many
people, including those for whom social workers provide a service. Nevertheless, it is the
responsibility of the student to negotiate and utilise opportunities for learning, and the
responsibility of the field educator to facilitate and extend the student’s learning.
Field educators and students will need to use a number of approaches to teaching and
learning. Placement is about learning from doing and active engagement. It is important for
students to have access to professional activities and have to plan for, carry out and reflect
on, as a basis for learning.
43
Field educators use the material generated from these activities to assist the student to learn,
that is, to understand what a specific situation/issue might mean and move from
understanding a specific situation/issue to generalising about it.
Field educators and students spend time together in different ways - driving to meetings,
having a conversation in the tea room, debriefing after something has happened and so on.
These are significant opportunities for support, guidance and learning. It is also important
that regular, uninterrupted formal supervision time of at least an hour a week is made
available.
The formal supervision session is a planned regular period of time spent together during
the placement. The objective of each session (see Cleak and Wilson (2013), Chapter 7) is to
guide the student through the educational requirements of placement and to facilitate
learning. This is achieved by:

Providing opportunities for teaching and learning

Having access to the student’s work, e.g. written and verbal reports, reflective sheets,
feedback from colleagues and clients

Providing support, encouragement and feedback on specific issues

Reviewing student’s progress

Sequencing the learning, e.g. roles and tasks relevant to the phase of learning

Providing a process for accountability between the students learning, agency
expectations and university requirements.
The Supervision Process is facilitated by:

Having uninterrupted time for supervision

Setting an agenda for the use of available time

Teaching and learning which includes:
1.
discussion and reflection based on prepared work
2.
critical thinking - asking ‘how’ and ‘why’
3.
assisting the student to articulate and structure the points they are making, and
4.
modelling, e.g. role plays, observations of others etc.
Each session should have a small number of objectives that are:





Specific and achievable
Agreed by student and field educator
Relevant to student’s learning goals/needs
Able to be evaluated
Challenging the student to work to a higher level of competence.
Many of these will be spelt out in the curriculum for placement. Knowing in advance of the
session which issues are to be addressed, at least for part of the time, allows more
constructive use of the valuable resource of field educator and student time. It follows that
it is useful to set an agenda for each supervision session and that there is some time to
evaluate how well that agenda has been met in a particular session. It is useful for both the
student and the field educator to keep notes on each session and to review these in planning
for subsequent supervision times.
44
Learning on placement is also enhanced by compulsory integration workshop sessions
which are organised throughout the placement period on campus, for first placement
Bachelor of Social Work students. BSW students are required to check their course
timetable for integration workshop times on MySI-net.
5.3
Adults and Learning Styles
Learning involves thinking, feeling and doing. It occurs when we are able to integrate
experience, reflection, conceptualisation and active experimentation and can do this on a
continuous basis. We learn all the time but are not necessarily conscious of it. By becoming
more aware of the processes of learning, the more effective our learning will be.
Adult learning is lifelong, personal, related to our experience, and about change. As adults,
we learn best when we are autonomous, reflect on our experiences, are problem focused
and set our own goals. We all have our own preferred style of learning. The Kolb (1984)
and Bucknell (2000) learning cycle and inventory provides one way of characterising
learning styles and looking at the implications for future learning. (See Cleak and Wilson
(2013), Chapter 2 and Chapter 6).
While you may have identified your preferred learning style through the inventory,
placement is ideally an opportunity to take some risks in operating in new ways or
experimenting with deliberately applying skills and strategies in interactions that may feel
less comfortable to you in order to build competence in a range of professional practice
methods.
5.4
Theory and Practice
Emphasising Critically Reflective Learning
Central to learning while on placement and as a future practitioner is the concept and
process of critically reflective learning or critically reflective practice when applied to the
practice context. Enabling students to become critically reflective practitioners who can
integrate theory, research and practice-based knowledge, is a central objective of the field
education program.
The primary purpose of critical reflection is to identify deep seated assumptions, with the
“aim of bringing about some improvements in professional practice” (Fook and Askeland
2007, p.521). Reflection is deemed to be ‘critical’ when it incorporates a focus on power
(Brookfield in Fook and Askeland 2007). It is this focus on power that drives the
transformative potential of critical reflection (Fook and Askeland 2007; Merriam 2004).
The concept of reflective learning and practice draws heavily on the work of Schön (1983)
who introduced the concept of ‘knowing-in-action’ which refers to the use of the hidden
(tacit) knowledge and assumptions we hold and apply to practice. It also acknowledges that
practice is itself a site for developing certain types of knowledge. This challenges the
traditional but simplistic understanding that theory and research knowledge can be directly
applied to practice in a one-way direction or that your field placement is simply a place
where you apply what you have learnt at university. Placement provides essential learning
experiences in its own right (Billett 2009).
45
Related to the concept of knowing-in-action is that of ‘reflection-in-action’, which is an
applied strategy for making our tacit knowledge and assumptions consciously available to
us and therefore to our clients (Schön 1983). Thus, reflection is the dynamic link between
theory and practice; between thinking and doing.
Thompson (2005) outlines that critical reflection should occur before, during and after any
intervention and is a key process by which we learn. Reflection before intervention is
generally understood as planning. Schön distinguishes between ‘reflection-on-action’ and
‘reflection-in-action’. Reflection-on-action refers to reflecting back on what we did and
why we did it after the fact. As beginning practitioners, especially during your first
placement, you are likely to find that it is easier to reflect on your practice both before and
after intervention. As you become more skilled and more aware, you will begin to be able
to reflect as during intervention and to adjust your thinking and actions accordingly. This is
a particularly important skill to acquire in order to negotiate the ‘messy’ and
‘indeterminate’ terrain of professional practice (Schön 1983).
So how do you do it? First, you need to hold the ‘right’ mindset. Assume that critical
reflection is about developing your intentional use of self as a professional practitioner.
Expect it to be exciting but also expect that it will be difficult at times. Sometimes, you may
be provided with feedback or discover aspects about yourself that challenge you. Some of
this ‘unearthing’ may also identify previously unquestioned cultural or sub-cultural norms
and assumptions (Fook and Askeland 2007). This is a good thing! That is not to say that all
feedback and learning should or will be about areas for improvement. It is also useful to
focus on what you are doing well (see the Solution-focussed Approach to reflective
learning outlined by Bucknell in Cleak and Wilson 2013).
Second, you need to make time to undertake critical reflection. You should undertake this
practice individually on a daily basis but also you should integrate it as a key component of
supervision. Third, it is good to think about some strategies to assist you undertake critical
reflection in a systematic way. Your set text outlines some strategies which you and your
supervisor can employ to undertake critical reflection, including the use of the critical
incident technique (Taylor in Cleak and Wilson 2013) and the use of process reporting
(Cleak and Wilson 2013). You may also wish to refer to Osborne and Darlington’s (2005)
article for more strategies. It is helpful to have a discussion with your field supervisor about
types of processes that can be used in supervision and what suits your learning. Many of
your assessment tasks, such as journaling, are also processes to help you develop this skill.
Last, the university will assist you develop your critical reflection skills by providing a safe
learning space within the format of the integration workshops which run alongside your
first placement. During these workshops, you will spend time as a group on campus away
from placement to reflect on your practice experiences. The facilitator will support you as
appropriate with theory and integration of course elements (Wade and Hammick 1999).
46
Evidence-based practice
Providing a rationale or evidence to support particular decisions relies on the use of
knowledge in practice. The knowledge we use in practice might derive from research
findings, from the policies and procedures of organisations or the legal frameworks within
which we all work, and from theories we are applying from the literature or develop from
our own experiences.

Research provides us with information on what is likely to work, or what knowledge
is needed to act,

Policies and procedures provide us with the rules around what we must or can do,

Theory provides us with ideas and models which we can use to make sense of the
situations in which we find ourselves in and/or to help us shape our responses.
There is increasing emphasis being given to the use of evidence to support practice
decisions, but there are constraints on achieving this goal easily. One of the more serious
issues is the gaps in evidence around many areas of social work practice. Nevertheless, this
is an area that we need to address in practice. Placement may be an opportunity to identify
appropriate evidence for the issue you are working with. It may also be an opportunity to
develop evidence based on your experiences.
We always use knowledge in our practice. The challenge is to be conscious of using
knowledge in practice – to be able to name the ideas that underpin how we understand the
situation, how we describe what needs to change or be preserved and put words around
what we are going to do to achieve these outcomes. We are also always creating knowledge
in the context of practice – we again need to be conscious of developing knowledge and to
be prepared to name what we have learnt and to test out its usefulness in a number of
different situations.
Relationships in Field Education
The field education relationship is seen by students and teachers alike as being the central
part of the placement experience, as learning can be facilitated or constrained by the nature
of the perceived relationship. Clearly, in order to establish a good field teaching/learning
relationship, responsibility rests with both student and field educator. (See Cleak and
Wilson (2013), Chapter 7 Developing Good Supervisory Practices.)
It is evident that a student/field educator relationship is complex and students and field
educators can sometimes feel trapped in contradictory expectations, transference/
countertransference processes or assumptions.
For these reasons it is most important to negotiate, early in placement, an open atmosphere
in which issues can be discussed. The following is a list of issues which need to be
acknowledged from the beginning of the field teaching/supervisory relationship. If open
discussion is begun before difficulties arise and it is agreed that such discussion is a
legitimate part of the field teaching relationship, then the scene has been set for
constructively working through issues later on in the placement.
Relationships are characterised by time. There are different opportunities, tasks and issues
depending on whether we are preparing for a new encounter, at the beginning, middle, end
or after a supervisory relationship. We can bring considerable wisdom as well as
considerable baggage from other supervisory experiences or other life experiences.
47
Cultural norms also play a role in giving us confidence in dealing with some situations and
anxiety when confronted with others.
Supervisory relationships need to be purposeful. They are not ends in themselves. Often
we talk of the value of a “good relationship” and “trust”. However, these aspects of a
relationship should be used to facilitate the learning of the other. Positive supervisory
relationships are based on honest regard that has been earned by a respectful confronting of
differences of opinion, approach and attitude.
There is, as Hughes and Pengelly (1997:156-159) point out, a pressure to be “at one” with
the supervisee – to attempt to avoid difference - as a basic human need – that is not just
based in the differences mentioned above. In the stress of much social work practice,
supervisors may feel isolated within their management hierarchy and wish to compensate
by feeling “at one” with their student. Students may understandably long for peace and total
agreement with their supervisors.
Hughes and Pengelly suggest that to avoid what will become unhealthy collusion there is a
need to “call a halt”, to take a stance, to maintain their position as either the supervisor or
the supervisee.
“This refers to the capacity of either supervisee or supervisor to observe and think
about his/her own behaviour in the interaction, while remaining involved in it. It is
the capacity that is absent when a supervisor and supervisee are locked together
‘eyeball to eyeball’, struggling to persuade each other or to avoid facing difference.”
(p158-9).
Students and Field Educators are referred to Cleak and Wilson (2013), Chapter 15, pp 150157, for information and exercises on Working with Difference in the student/supervisor
relationship.
48
6.
EVALUATING PERFORMANCE ON PLACEMENT
6.1
Evaluation Details
SWSP3155, SWSP7155 and SWSP4088, SWSP4266, SWSP7266, SWSP7366 are
graded as Pass or Fail only.
There are two points of evaluation in each course - mid placement and final evaluation.
Ideally both the student and the field educator will be engaged in the evaluation process and
events.
Evaluation of placement will include the field educator’s appraisal, in consultation with the
field tutor, of the student’s competence in relation to the designated tasks and criteria.
To pass each course, students must complete the required number of hours, the core
tasks, other tasks as specified by the supervisor and student in the student’s
curriculum, and achieve a satisfactory level on all the evaluation criteria. This also
needs to correspond with the assessment tasks in the Assessment section of the
eCourse profile, of the relevant placement course code. Field Educators are requested
to sight and sign written work in relation to the agreed core tasks, as set out in the
student’s learning curriculum document.
Evaluation is Relational
Evaluation in fieldwork is inherently relational. Every ideal/concept/process/action in social
work field education, including evaluation, takes place in an interactional context. This
interactional context will affect the interpretation and use of any guidelines for evaluation.
Evaluation is, therefore, seen as a process of negotiation, with the evaluation guidelines one
of the important variables affecting its own outcome. The framework provided is an attempt
to link a competency based assessment with a process base. Generally any concerns about
student performance should be raised well before the final evaluation event. Students
should be aware of concerns as well as their strengths from weekly supervision sessions.
Feedback from the field educator to the student should, as far as possible, be clear, specific,
regular and timely. Accepting and using feedback is easier if it includes a balance of the
positive and less positive and maintains a focus on the issue rather than the personality.
Evaluation is an ongoing process which begins at the very outset of placement and involves
student, field educator, agency staff, clients, other agencies/groups and university staff. The
focal point for mediating these diverse interactions is the student-field educator
relationship. The processes of assessing the student’s work and discussion and feedback in
supervision sessions culminate in an end-point evaluation. The evaluation products - midplacement and final reports - should pay attention to the opportunities and limitations
associated with each placement.
6.2
Determining a Pass Grade for the Course

The student’s performance in each module will be assessed by their field educator, in
the first instance, and in consultation with the field tutor, to determine whether a
satisfactory level has been reached. Students are required to complete all tasks and
pass all criteria in each module to pass this course.
49

In most situations, students who pass all modules and attend for the required time will
pass the placement. However, the School reserves the right to moderate this grade
if the student’s behaviour on placement is deemed to be unprofessional or
unethical, malicious or dangerous by the field educator and/or the field tutor.
In the context of ongoing monitoring of learning, there are two evaluation events, one at
mid-placement and a final evaluation at the conclusion of placement. The evaluation forms
are found online in the Field Education Database System. Please contact [email protected]
if you have any questions or concerns.
6.3
Assessment Information for Placement Courses
It is not possible to formally seek supplementary assessment for field placement courses.
1.
Students must complete all of the placement assessment requirements and placement
hours (including workshops) to a satisfactory standard and within the required
timeframe to pass the course. Students who do not complete all placement assessment
requirements and placement hours will receive a failing grade with no option for
formal supplementary assessment.
2.
If a student commences placement and then requires a formal interruption to
placement within the semester due to exceptional extenuating circumstances, they can
apply for an interruption/extension for placement. Students will be required to submit
a formal application for interruption and extension, and the application must be
substantiated with supporting documentation such as medical certificates, Statutory
Declarations and/or other evidence. Approval for interruption and extension rests
with the Program Director, who will consult with Field Education staff when making
the decision. Approvals will only be granted in exceptional circumstances, on a case
by case basis and extensions will not exceed those available under the General Award
Rules (1A.20).
3.
If a student commences placement and is then unable to complete placement in the
semester due to exceptional extenuating circumstances, they are encouraged to apply
to the University to withdraw from the course code without academic penalty. Further
information on how to apply to withdraw without academic penalty can be accessed
through www.uq.edu.au/myadvisor or through the Student Centre:
http://www.uq.edu.au/student-centre/ . Please note that students who withdraw from
placement at any stage of the semester will need to repeat the entire placement in a
future semester - it is not possible to "carry over" completed placement hours or
assessment items.
4.
Additionally, students who do not quite meet the academic field standards required
during the latter part of the placement, but with more time and remedial intervention
are likely to reach the required standards for the placement in the same enrolment,
may be permitted a short extension of time to reach the minimum standard. This
would be determined after feedback from the field educator, field tutor and a
statement of learning piece from the student. Final approval rests with the Program
Director, after consultation with Field Education staff. The extension of time and
remedial intervention would normally take place in the same agency, or another
agency, as per the ASWEAS (2012) Guideline 1.2: Guidance on field education
programs.
50
6.4
6.5
Students who fail placement (see Appendix 6 for additional information):
There is an expectation that students prepare for placement and demonstrate a willingness
to embrace it as an overall learning experience. The following points indicate some of the
criteria for students who fail to successfully complete their placement:

Students fail to complete one or more of the core tasks (or negotiated substitutes) for
any of the modules

Students fail to complete the required number of placement hours

Students who behave on placement in an unprofessional or unethical, malicious or
dangerous manner as deemed by the field educator and/or the field tutor

Students who struggle to articulate a value base and/or a respect of ethics and ethical
standards in relation to professional social work practice

Students who are unable to implement changes or achieve learning goals where they
have received clear written feedback regarding their development in particular areas
of skills, abilities or knowledge
Evaluation Reports
Evaluation reports are made up of:
Part 1:
A. Statement of Learning:
The Statement of Student Learning is to be completed by the student online. It should
consist of a minimum of 2 to 3 paragraphs reflecting on the student’s placement as an
overall learning exercise, naming significant opportunities of learning for
development in social work practice to date; as well as the distinctive characteristics
of the agency and their impact on the student’s placement.
B.
Learning Curriculum:
A copy of the curriculum developed for placement is to be forwarded to the field tutor
prior to the first liaison visit.
Part 2: The evaluation form (mid or final) is completed by the field educator in
consultation with the student. This report indicates the core tasks and learning activities
achieved to date by the student and a rating of the standard reached on each evaluation
criteria. The scale provides a midpoint indicating the student is ‘on task’ (mid-placement)
or ‘passing’ (final report).
It is not expected that students will necessarily be at the midpoint of each scale at midplacement.
Placement is graded on a pass/fail basis only. The rating for each evaluation criteria on
the scale merely locates the student at a particular point on the continuum at each
evaluation event. It does not equate with a numerical grade for the course.
There is provision for detailing other tasks undertaken as well as comments on
achievements and issues relating to each module.
51
Mid-placement Evaluation Form (Due at the Mid-point of Placement)
This requires relatively little writing and should be able to be completed in a supervision
session.
This evaluation is formative, that is, it clarifies how the student is progressing but does
not require field educators to commit themselves in relation to the student’s final
grade as being either a pass or a fail. It is important that students receive adequate
and detailed feedback at this stage so that the most effective use can be made of the
remaining placement time.
If there are concerns about the pace, amount or quality of the student’s learning as
observed in their written work, their interactions with their field educator or other
agency staff or their work with individuals, groups or community members, it is
important that the student is made aware of them at this stage.
At the completion of the mid-placement evaluation, the field educator and the student are
encouraged to review the curriculum and to specify how the remainder of time on
placement is to be spent. The evaluation form should be signed by both the student and the
field educator to signify that both have read and understood the comments. If students do
not agree with the comments made, they should contact their field tutor and an appointment
will be made to see both field educator and student as soon as possible. Students will be
asked to prepare a statement about their different perceptions of performance, with
examples of learning and skill development to date.
Final Placement Evaluation Form (Due by the Final Date of Placement)
This form uses the same criteria as the mid-placement report. Field educators are asked to
comment specifically on a student’s practice and learning in relation to each module. This
assists with confirming whether or not a student has achieved a passing grade. A copy of
this report is available on line from the first placement for the student’s second field
educator.
Field Education Online Database:
The Field Education Unit uses an online interactive database. The database has several
purposes including for the submission of Mid-semester and Final Evaluations.
In the instance that more than one Field Educator is supervising the student, the form is to
be filled out and signed off through logging into the database portal of the primary Field
Educator. To maintain the integrity of the system, editing is limited to the primary Field
Educator. However, this role can be changed around whenever needed by contacting the
Field Education Unit.
The database system can be accessed on this link:
http://fielded.sbs.uq.edu.au
Users’ guides for both Students and Field Educators can accessed via the Field Education
website: http://www.uq.edu.au/swahs/what-is-field-education
52
7.
DIFFICULTIES IN PLACEMENT
You have been encouraged throughout this Manual to deal with problems openly, honestly and as
early as possible. Evaluation of student progress, as a valuable ongoing learning experience, has
been built into the whole placement process and begins with the ‘baseline performance’
observations of students’ practice abilities that are to be included in the curriculum. The value of
explicit feedback within the context of a supportive learning environment is emphasised right
from the beginning of placement, so too the value of consulting and involving your field tutor.
Field educators or students or both are encouraged to involve the field tutor as soon as issues of
contention arise, or whenever is considered relevant.
Raising Difficult Issues
Nevertheless, it is still the case that some students and field teachers dread the thought of
evaluation and postpone it as long as possible, avoiding discussing ‘difficult’ areas until the
last moment. Rosenblum and Raphael (1987:59) have summarised this problem for social
workers thus:
‘In sum, the dread of evaluation at any point in time, the fear of harming the hard
won student-field instructor alliance, the desire to be sensitive to students’
maturational needs, the hesitancy to make a professional judgement for fear of
being judgemental, and the physical separation of the placement from the school
of social work, which complicates communication, are all formidable obstacles to
readily making early assessments. Nevertheless, these obstacles must be
surmounted.’
Rosenblum and Raphael (1987) go on to suggest strategies which have been built into the
field education programme such as early liaison contact, field education staff being
proactive, encouragement of early expression of difference or conflicts, and use of the
University’s policies governing early withdrawal from courses. External criteria
(performance areas as outlined in this manual) provide balance and help all parties
remember the standards for professional practice that students must meet.
Sometimes when a student is in difficulties, the problem lies not in the student’s
professional competence, but in differences of perspective, difference in learning styles, or
being at a different developmental learning stage from the field educator. One of the
reasons for the pre-placement interview between student and field educator is to negotiate
compatibility about such issues and about expectations of the other. If students and field
educators do experience difficulties, they should follow the processes outlined in the next
section, 7.1.
Placement at Risk
Despite everyone’s best intentions difficulties can arise during placement. The most
frequent appear to be:
(1)
Leave of absence of field educator - where this is extensive, it is anticipated that the
agency can provide a suitable replacement supervisor to continue the student
education process. The field tutor should be advised immediately in case additional
support will be required.
53
7.1
(2)
Change of agency circumstances. This covers a variety of circumstances but
essentially, where the student’s learning program could be at risk, the field tutor
should be contacted and the implications discussed. It may be possible for students to
be relocated for the remainder of their placement time if this is thought appropriate by
the field education co-ordinator.
(3)
Difficulties in supervision. When these arise and cannot be resolved by the
individuals concerned, it is important that, at the earliest signs of difficulty, the field
tutor be made aware of them. Open discussion of the situation, before individual
positions become entrenched, frequently leads to resolution, whereas presenting the
field tutor with a deeply conflicted relationship will not maximise student learning.
(4)
Difficulties with performance. The evaluation process is discussed in this manual but
it is important to reiterate that the early and close involvement of the field tutor is
essential if problems are identified with the student’s performance.
Process for Negotiation of Difficulties between Student and Field Educator
When difficulties arise on placement, either the student or the field educator may contact
their field tutor or a member of the Field Education Unit, and the following steps are taken.
As noted below, students are required to contact the Unit when they believe the future
of their placement is in doubt. Field educators are encouraged to contact the field
tutor or a member of the Field Education Unit as soon as they are aware of any
concerns.
1.
After discussion and clarification of the issues with either the field tutor assigned to
the placement or with a member of the Field Education Unit staff, the notifier of
difficulties would be encouraged to raise the issues directly with the other party to the
placement and to advise that a staff member from The University of Queensland has
been consulted. Such a discussion between the two parties (student and field
educator) may clarify and resolve the difficulties and the placement can proceed and
incorporate this experience into the overall learning. If this is the outcome, it is
suggested that the field tutor or Field Education Unit be advised.
2.
The student or field educator may choose not to raise the issues with the other in the
hope that the issue will ‘go away’. Such a decision limits the range of learning
experiences available on the placement and is rarely a satisfactory solution.
3.
The notifier of difficulties may prefer the field tutor to be involved in a three-way
discussion with the other participant of placement and this should be arranged as
soon as possible. The notifier would be encouraged to return to the other (field
educator or student) to advise them of their actions in consulting with the field tutor,
to request a three-way meeting and to set a mutually convenient time. The purpose of
this meeting is:

The identification of difficulties

The clarification of expectations, and

The renegotiation of responsibilities.
54
Possible outcomes are:

A commitment by both student and field educator to the continuation of placement, a
willingness to continue to address identified issues of difference in the future, a plan
for doing this, and a resolution of difficulties, or

A request by either the student or field educator to terminate the placement. It is
acknowledged that some placements will not prove to be viable and this can be for a
number of reasons including the relationship between the student and field educator,
organisational issues, reaction to the type of learning experiences available and
suitability of the student to the particular placement opportunities, or

A decision by the field tutor to terminate the placement if irreconcilable differences
are apparent.
Anyone who is a party to the placement may raise the issue of whether a placement is
viable. The issues must be discussed with the other parties involved and every effort must
be made for this to occur in a joint meeting, which includes the student, the field educator
and the field tutor, before a final decision to terminate the placement is reached.
7.2
Termination of Placement
A student must not terminate a placement without first notifying the Field Education
Unit either directly or through their field tutor that they have concerns about the
placement. The “process for negotiation of difficulties between the student and field
educator” as outlined above would then be commenced. If a student terminates a
placement before consulting the Field Education Unit, the student will not normally
be replaced and either a withdrawal without penalty (if appropriate) or a failing
grade will be awarded.
The field educator or agency management has the right to terminate a placement if the
student’s behaviour is deemed to be unprofessional or unethical, malicious or
dangerous.
If after completing the “process for negotiation of difficulties between the student and field
educator” it is agreed that the placement cannot continue, suitable arrangements must be
made to terminate that placement and to complete and hand over any outstanding work. The
field educator, field tutor and student will each be requested to submit a report of the
learning opportunities experienced, the learning derived from them to date, the difficulties
identified, and an assessment of student performance. The student will not be replaced until
the content of these reports is addressed by the student and the Field Education Unit
Manager or other nominated staff.
A second placement will normally be organised by the Field Education Unit if, in the
assessment of the Manager, in consultation with the relevant Academic Program Director,
the student has shown the potential to meet a satisfactory standard by the end of the
placement period. The Field Education Unit Manager, in consultation with the relevant
Academic Program Director, reserves the right not to replace the student as outlined in
Section 7.3 - Changes in Placement, Extensions, Failing Grades and Special Circumstances
in Field Education.
55
If the second placement is also terminated because of concerns about the student’s ability to
function effectively, the student will not be replaced for this enrolment period. Either a
withdrawal without academic penalty on the basis of a medical certificate or statutory
declaration or a failure will be awarded. If a student plans to return to the course, it is
recommended that the student meet with a member of the Field Education Unit to review
progress and to establish a plan for preparing for a future placement.
If the field educator wishes to terminate the placement because of personal or agency
issues, for example, should the field educator be terminating their employment in the
agency, this policy does not apply.
7.3
Changes in Placement, Extensions, Failing Grades and Special Circumstances in Field
Education
1.
If a change in placement occurs before the end of the sixth week of placement, the
length of the new placement will be the balance of the original placement. The
student may opt to add an additional two weeks to the placement to allow an
introductory period in the new agency.
2.
If a change in placement occurs after the sixth week, the length of the new placement
will be the balance of the first placement plus an additional two weeks for an
introductory period in the new agency. The additional two weeks will be at the
discretion of the Field Education Unit Manager. Notwithstanding the above, the
minimum length of any placement will be eight (8) weeks.
3.
A student who has not reached a satisfactory level of performance at the end of the
scheduled placement period, but who, on assessment with the field educator and field
tutor, may be able to achieve a pass within a further six weeks in that placement, or
within a further eight weeks in a new placement. Please note, there is no
supplementary assessment for field placement courses.
4.
If a six week period (or eight weeks in a new placement) is considered by the Field
Education Unit Manager in consultation with the field educator and field tutor to be
insufficient for the student to achieve a pass, a failing grade will be awarded.
The Field Education Unit Manager, in consultation with the relevant Academic Program
Director, reserves the right to:

Terminate placement and assign a failing grade, or

Support a withdrawal without penalty on the basis of a medical certificate or
statutory declaration prior to the scheduled completion of placement if, after
consultation with the student, the field tutor and the field educator, it is determined
by the Field Education Unit Manager that the quality of the student’s performance to
date is not in the interests of individuals, groups, and/or the agency.
56
8.
RISK MANAGEMENT AND INSURANCE
To locate the University’s policy on placements go to
https://ppl.app.uq.edu.au/content/3.10.04-placement-courses
8.1
Online Risk Assessment
To address the queries and concerns of agencies, supervisors and students about
occupational health and safety during placement, it is now UQ policy to ensure
that students have an understanding and knowledge of risk management prior to
commencement of placement.
Prior to placement you are required to access the UQ Risk Management Database
where you will need to read a set of perceivable risks that would apply to
placement activities that occur off-campus and then sign off on having read and
acknowledged these risks and your understanding of measures you would take to
off-set these risks. For example, having a car licence if driving to and from or
during placement and observing road rules.
Details on how to access the database will be sent to you via email prior to
placement. This will give you detailed step by step instructions on how to sign in
to the website (www.risk.admin.uq.edu.au), search for the relevant Task ID and
then complete the resultant risk assessment. If you need assistance with this
process, or have not received the email, please contact the Field Education Unit
at [email protected].
You also need to read, understand and action the placement
agency/organisation’s OH&S Policy and Procedures. It is the student’s
responsibility to attend to this Risk Management protocol.
8.2
Personal Safety on Placement
It is a reality that some of the people with whom social workers and students
come into contact are experiencing extreme emotions and circumstances which
may be expressed at times as anger, verbal abuse, threats of physical harm, etc.
At all times social workers and students need to be able to make rapid
assessments of risk to themselves and others, and take appropriate evasive,
diffusing, conciliatory or protective action.
It may be useful for students to canvass other workers’ experience of such
incidents, their methods of ensuring safety, and consider your own responses to
such potential experiences. Some agencies may have procedure manuals and
policies which cover such circumstances, or you can talk to the Occupational
Health and Safety Officer, or Security Officer in your agency.
57
8.3
Security Checks
As students may have access to service users’ personal files or records, some
agencies, including Centrelink, the Department of Communities, Department of
Child Safety, and Community Corrections, require students to comply with the
organisation’s requirements for security checks, which may include Blue Card
(Commission for Children and Young People and Child Guardian), Yellow Card
(Department of Communities – Disability Services), Yellow Identification Card
(Corrective Services), Federal Police Check or other checks specifically required
by the organisation.
8.4
Working with Children (Blue Card)
All students, before going on placement, are required to consent to the working
with children check completed by the Commission for Children and Young
people and the Child Guardian. This check is an investigation into whether a
person has a criminal history that will affect their suitability to work with
children. Students need to apply for a Blue Card prior to going on placement.
The Blue Card application form (or authorisation form if the student already has
a Blue Card) is made through reception at the School of Social Work and Human
Services. There is no charge by the Commission as students are engaged in
unpaid placements as part of a university program. If approved, the student will
be issued with a Blue Card containing the student’s name, Blue Card number and
expiry date. This card is transferrable to other types of child-related work or
volunteering. For further information see the Commission’s web site:
http://www.ccypcg.qld.gov.au/index.aspx
8.5
Queensland Health
Queensland Health has determined that all students in Health placements, i.e.
hospitals, community health or community mental health, require Hepatitis B
vaccination and/or proof of immunity. Students also need to read the Queensland
Health orientation information on the website www.health.qld.gov.au/sop , fill
out the Student Deed Poll, and check off and sign the Student Orientation
Checklist before placement can commence. These two documents need to be
handed in to the School’s reception for checking and filing.
Queensland Health advises the following:
It is mandatory that students commencing a placement in a Queensland Health
facility have completed their course of Hepatitis B vaccine prior to entering our
facilities.
Hepatitis B Immunisation Guidelines
In line with both Queensland Health and Education Provider policies, health
profession students must be immunised against Hepatitis B prior to their first
clinical placement in Queensland Health facilities. Students will be required to
provide proof of Hepatitis B immunisation to their Education Provider on
enrolment or prior to undertaking their first placement. Proof of vaccination can
be provided by:
58



8.6
Copy of their vaccination record showing a completed vaccine schedule
course;
Results of a blood test that shows the required level of immunity (e.g. anti
HBs >10 IU/L); or
A letter from a General Practitioner, Infection Control Practitioner or
Occupational Health Department with details of vaccination or immunity
status.
Student Insurance
The following information has been provided by The University of Queensland’s
Insurance Manager and was current at the time the Manual was printed. Students
and field educators will be notified if there is any change.
For the most up-to-date information, or to find out further details about student
insurance, please contact the Field Education Unit or visit the FBS Course
Placements webpage at:
http://www.fbs.uq.edu.au/course-placements-insurance
Details of the Public Liability Insurance, Personal Accident Insurance, and
Student Travel Insurance can be found under the “Policy Coverage” section.
Public Liability Insurance
Providers of student work experience and course placement programs often
require confirmation that the University has public liability insurance that covers
such activities. The University holds a Public Liability policy. The protection has
a limit of liability of $20 Million per occurrence.
This cover extends to include any student of the University whilst they are
engaged in authorised University activities, including placements or course
required work experience, provided that the student is not employed by the
placement entity for any of the work being done and the placement has been
approved by the University.
This cover is subject to the insurer’s rules, the Certificate of Entry and to the
terms and conditions of the Protection wording.
Personal Accident Insurance
The University of Queensland also holds a Student Personal Accident insurance
policy that provides cover to currently enrolled students.
This policy covers students while they are engaged in authorised University
activities directly related to their University course studies and includes course
required work placements, field activities and excursions including direct travel
to and from such activities.
It provides a death and capital benefits cover with varying limits up to $100,000.
59
Student Travel Insurance

Direct travel to and from your placement locations is covered by the
University's insurance policy. Rural, remote, interstate and international
placements require the completion of a Travel Notification form by the
student prior to commencing their journey.

International placements also require the completion of a Travel Checklist
by the student that needs to be handed in to the School’s reception.

Insurance covers a student's travel in the region of their placement location
up to 60 kilometres as long as they return to their main placement location
the same day.

Please note that placement tasks that entail a journey of over 60 kilometres
(and returning the same day) is covered by the University's insurance
policy but the student will need to fill out a UQ Travel Notification form in
advance of the journey being undertaken.

Important: Please take note that if a student travels over 60 kilometres
during a placement task that involves an overnight stay, the student is not
covered by the University's insurance policy and the student would need to
take out extra insurance.

This policy covers currently enrolled students, while they are engaged in
authorised University activities and includes course required work
placements, field activities and excursions.

The policy also provides a death and capital benefits cover with varying
limits up to $100,000.
The UQ Travel Notification form and the Student Placement International
Travel Acknowledgement Form are available from the Field Education
website (www.uq.edu.au/swahs/field-education) within the “Students”
section (scroll down to ‘Rural, Remote, Interstate & International
Placements’).
More information and forms relating to student insurance are available at:
http://www.fbs.uq.edu.au/online-forms-insurance
8.7
Incident Reporting
In the event of an accident occurring to a student on placement, a University of
Queensland Injury, Illness and Incident Reporting System online form needs to be
filled out and submitted. The form is available at the link below:
https://injury.admin.uq.edu.au/forms/default_content.asp?rid=&iid=&em=
The student needs to sign in, using their UQ username and password, click on the
green button titled ‘New’ and follow the instructions. It should be noted that the
Supervisor of the student (for incident reporting purposes) is Mark Cleaver,
Manager of the Field Education Unit – Email: [email protected] , phone 07
3365 2462. For the Work Health and Safety Coordinator (WHSC) select the
representative for HABS from the drop-down menu. Once completed, the form
can be submitted electronically. If you have any questions or need assistance with
this process, please contact Mark Cleaver.
60
9.
SUPPORT FOR STUDENTS
9.1
Student Services
The Student Services website (www.uq.edu.au/student-services) provides details
of their comprehensive services to assist students across a wide range of areas
including:
o Personal counselling
o Learning assistance and writing skills
o Disability and Medical
o Career advice and planning
o Support for new international students
9.2
Disability
Any student with a disability who may require alternative academic
arrangements in the program and/or specific arrangements for placement is
encouraged to seek advice in the semester prior to the commencement of
placement from a Disability Adviser at Student Support Services who will
consult with staff of the Field Education Unit. If a disability plan has already
been devised, it may need review in relation to placement requirements. It would
be useful to discuss your disability plan with Field Education Unit staff when
planning the placement. If current arrangements prove to be inadequate to
support the student’s learning needs during the placement, contact your
Disability Advisor on 07 3365 1704 or [email protected]
If any student’s disability assessment requires adjustment to an academic
program that may impact on whether the graduate meets the professional
registration requirements, the Faculty or School will liaise with appropriate
professional and registration bodies regarding the acceptability of any
adjustment. In terms of personal and public health needs, the University Health
Service can arrange appropriate advice and assistance, phone 07 3365 6210.
9.3
Discrimination
Attitudes concerning gender, race and age vary within the general community
and the agencies which offer student placements. There are now legal definitions
which should guide the behaviour of individuals and groups. However, standards
of conduct and decision-making can and do vary. It may be that students and/or
field educators and their clients become exposed to and are the victims of
discrimination. Students who are affected by this should discuss the particular
details with their field educator and/or field tutor. Under the Anti-Discrimination
Act of 1991, you can complain if you are treated unfavourably because of your
gender, marital status, parental status, pregnancy, breastfeeding, race, age,
impairment, religion, political belief or activity, trade union activity, lawful
sexual activity, or association with a person who has any of the above mentioned
attributes.
61
You can make a complaint if the discrimination occurs in one of several areas,
including education.
There are grievance procedures in the community and some agencies may have
developed helpful processes in this area.
Contact the Anti-Discrimination Commission Qld, ph. 1300 130 670 or
www.adcq.qld.gov.au
9.4
Harassment
Processes have been developed within the community (e.g. Anti-Discrimination
Commission Qld) and in various organisations (e.g. The University of
Queensland) to respond to harassment in the workplace and elsewhere.
Generally, under the law sexual and racial harassment are considered serious
issues. Where students and/or field educators are victims of such behaviour, it is
important to engage in a process which is helpful to them. The university field
tutor would be a starting point in the process and from there decisions can be
taken about the preferred process with which to proceed. The University of
Queensland has a Sexual Harassment Network and students are encouraged to
use this network for advice. Members include:
Director, Student Support
Women’s Rights Organiser, Student Union
Sexual Harassment Referral Officer, Student Union
07 3365 1704
07 3377 2200
07 3377 2200
Alternatively, students may choose to contact the Anti-Discrimination
Commission Qld, phone 1300 130 670.
9.5
Equal Opportunity in Education
The primary goal of the Equity Office in The University of Queensland is to
establish equality of opportunity in education and employment as an integral part
of the University’s operations.
The Equity Office works closely with the University’s academic and
administrative schools in cultivating an educational environment free of
discriminatory attitudes and practices. To these ends the Equity Office
contributes to the development of the University’s Equity Program.
On St Lucia campus, the Equity Office is located in Room 820, Level 8, Building
69, phone 3365 3052 or http://www.uq.edu.au/equity. The Equity Office has
developed guidelines to assist students in resolving low-level grievances which
can be found at www.uq.edu.au/equity/student-grievances
62
9.6
Freedom of Information (FOI)
The Queensland Right to Information Act 2009 and the Information Privacy Act
2009 extend the right of the community to have access to information held by
state government departments and local and public authorities. As a public
authority established by an Act of the Queensland Parliament, The University of
Queensland is subject to the Queensland Right to Information Act 2009 and the
Information Privacy Act 2009. Go to website www.rti.qld.gov.au for more
infomraiton.
The Act imposes obligations with respect to public access to general information,
access by individuals to information held about them, and opportunities for
individuals to ensure that information held about them is accurate.
This has implications for students and their field educators. In particular, field
educators need to be aware that students have access to reports written about
them. Similarly, students need to be aware that individuals they work with may
have access to their files and to what students write in them.
63
10. GENERAL INFORMATION
10.1 Plagiarism
The University of Queensland defines plagiarism as follows:
Plagiarism is the action or practice of taking and using as one’s own the
thoughts or writings of another, without acknowledgement. Copying someone
else’s work is an obvious example but it also includes:

Where paragraphs, sentences, a single sentence or significant parts of a
sentence which are copied directly are not enclosed in quotation marks and
appropriately cited

Where direct quotations are not used, but are paraphrased or summarised,
and the source of the material is not acknowledged either by footnoting or
other simple reference within the text of the paper

Where an idea which appears elsewhere in printed material or film is used
or developed without reference being made to the author or the source of
that idea

Where material is directly or indirectly drawn from electronic sources and
incorporated in the text of your paper.
Intentional plagiarism is cheating and cheating constitutes academic misconduct
under the University Statute. Cases are brought to a University Disciplinary
Board. The School will pursue such cases where they become apparent.
If students have any doubt about appropriate citation or any question with respect
to plagiarism or cheating, they should seek clarification from the lecturer
responsible for the course.
10.2 Confidentiality
The principle of confidentiality is very important for the respect and privacy of
social work service users. While personal information should be treated with
respect, it is not possible for any health or welfare practitioner to guarantee
absolute confidentiality to their clients. All agencies, however, have policies to
provide as much confidentiality as possible in dealing with personal information
and students are expected to follow agency policies in this regard. In some cases,
students may be asked to sign undertakings regarding confidentiality and
secrecy. They should consider the implications of these undertakings before
signing.
Students may wish to use information from their placements in class room or
seminar discussions. In these cases the confidentiality of clients must be
upheld.
64
The following guidelines developed by Wilson, S. (1978) pp 35-36 are
helpful:
“Unfortunately, many agencies simply have no guidelines for students to
follow. Likewise, many schools of social work either do not cover this topic at
all in their curriculum or do so belatedly - after the student is already in field
placement. Students should inquire whether any policies exist in their agency.
These should be studied before a situation arises where the student wishes to
use agency record materials in the classroom. Some basic guidelines are
presented here, but they should be used in addition to, rather than as a
substitute for, any guidelines stipulated by the student’s school:
-
All names of clients, relatives, and significant others mentioned by name in
the case record or recording must be altered. Fake names or incorrect
initials can be used. If names are changed rather than simply erased or
obliterated, a notation should appear clearly indicating that this has been
done.
-
If the interview or case material concerns a highly unusual or muchpublicised situation that could be identified easily even after the client’s
name has been changed, the nature of the primary diagnosis or presenting
problem, proper nouns, and certain identifying information
may also need alteration. True, this may affect the reality of the situation
and make it more difficult for the student to adequately present what really
happened, but if it comes to a choice between presenting accurate
recordings in the classroom and preserving the privacy and confidentiality
of the consumers served, the client’s needs must take priority.
-
Material of a highly confidential or incriminating nature should not be
taken into the classroom at all. If a student is not certain whether his
recording fits into this category or not, he should consult his field educator
for guidance.
-
Process recordings are the property of the agency and should not be
copied or retained by the student. They should be turned in to the student’s
field instructor when their usefulness has ended or at the termination of
field placement, and should be stored separately from the official case
record.
-
All material which students wish to take into the classroom should be
reviewed first by the field instructor to ensure that proper measures have
been taken to preserve confidentiality.
-
Tape and video-recorded material cannot be adequately disguised to
preserve confidentiality. The client’s permission must be secured before a
student takes it into the classroom. Furthermore, certain technical steps
should be taken to conceal identity even when the client has given
permission for use of the material. Students should seek specific direction
from their supervisor."
65
The School of Social Work and Human Services endorses these procedures, and
reminds both students and field educators of these principles.
An important additional point relates to the way students discuss their field
educators and field educators discuss their students in different forums. Both are
ethically obliged to refrain from making unsubstantiated negative comments
about each other. Critiques of individuals should be at the level of issues, not
personalities, and should be framed in such a way that you are prepared for the
person referred to having access to your comments. It is strongly advised that
students do not discuss placement or placement issues on interactive
websites.
During the placement allocation process, Field Education Unit staff maintain
confidentiality regarding students’ personal details unless specific permission is
granted for details to be shared with prospective field educators.
The evaluation reports for Supervised Practice 1 and 2 are specifically for
The University of Queensland course evaluation purposes, and are not to be
used as a personal reference without seeking permission from the
supervisor.
CALL NUMBERS IN THE SOCIAL SCIENCES AND HUMANITIES
LIBRARY FOR THE FOLLOWING PERIODICALS:
Social Casework
British Journal of Social Work
Australian Journal of Social Work
Social Service Review
Journal of Education for Social Work
Social Work U.K
Social Work U.S.A.
Smith College School for Social Work
HV1 J56
HV1 B77
HV1 A88
HV1 S56
HV11 J66
HV1 S583
HV1 S58
HV1 S45
66
11. REFERENCES
BOOKS
BILLETT, S. (2009), Developing agentic professionals through practice-based pedagogies, Griffith
University, Brisbane.
BOGO, M. (2010), Achieving Competence in Social Work, University of Toronto Press, Toronto.
BROWN, A. and BOURNE, I. (1996), The Social Work Supervisor, Open University Press,
Buckingham.
CLEAK, H. & WILSON, J. (2013), Making the Most of Field Placement, Third edition, Cengage
Learning, South Melbourne.
COOPER, L., & BRIGGS, L. (2000), Fieldwork in the Human Services, Allen & Unwin, St Leonards.
FOOK, J. (Ed)(1996), The Reflective Researcher: Social Workers’ Theories of Practice Research, Allen
& Unwin, St Leonards N.S.W.
GARDINER, D (1989), The Anatomy of Supervision, Developing Learning and Professional
Competence for Social Work Students, Open University Press, Stony Stratford.
GILES, R., IRWIN, J., LYNCH, D. & WAUGH, F. (2010), In the Field: From Learning to Practice,
Oxford University Press, Australia.
HARMS, L. (2007), Working with People, Oxford Univeristy Press, Oxford, UK.
HAWKINS, P. & SHOHET, R. (2000), Supervision in the Helping Professions: an individual, group
and organisational approach, Second edition, Open University Press, Buckingham, England.
HEALY, K. (2012), Social Work Methods and Skills, The Essential Foundations of Practice, Palgrave
Macmillan, UK.
HEALY, K. (2005), Social Work Theories in Context, Creating Frameworks for Practice, NY, Palgrave
MacMillian.
HUGHES, L. and PENGELLY, P. (1997), Staff Supervision in a turbulent environment: managing
process and task in front-line services, Jessica Kingsley, London.
HUGHES, M. & WEARING, M. (2007) Organisations and Management in Social Work. Sage, London.
MAIDMENT, J. and EGAN, R. (Eds)(2004), Practice Skills in Social Work and Welfare; More than just
common sense, Allen and Unwin, Australia.
MORRISON, T. (2005), Staff Supervision in Social Care:Making a real difference for staff and service
users, (Rev Ed), Pavilion, Brighton.
NAPIER, L. & FOOK, J. (2000), Breakthroughs in Practice, Theorising Critical Moments in Social
Work, Whiting and Birch Ltd, London.
O’CONNOR, I., WILSON, J. & SETTERLUND, D. (2008), Social Work and Welfare Practice, Fifth
Edition, Pearson Education, Australia.
PRITCHARD, J. (Ed)(1995), Good Practice in Supervision, Jessica Kingsley Publishers, London.
SCHöN, D. (1983), The Reflective Practitioner: How Professionals Think in Action. Basic Books, New
York.
SHARDLOW, S. and DOEL, M. (1996), Practice Learning and Teaching, British Association of Social
Workers (BASW) Practical Social Work, Palgrave MacMillan, UK.
The Field Education Manual Project Group, AASWWE, (1991), A Handbook for Field Educators in
Social Work and Social Welfare, Charles Sturt University, Australia.
THOMPSON, N. (2005), Understanding Social Work: Preparing for Practice, Second edition, Palgrave,
Hampshire.
TREVITHICK, P. (2000), Social Work Skills, Open University Press, Buckingham.
ARTICLES
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CASHWELL, C.S., LOOBY, E.J. & HOUSELY, W.F. (1997), “Appreciating Cultural Diversity
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CONGRESS, E. (1992), “Ethical Decision Making of Social Work Supervisors”, The Clinical
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COULTON, P. & KRIMMER, L. (2005), “Co-supervision of social work students: A model for meeting
the future needs of the profession”, Australian Social Work, Vol.58, No.2, pp 145-166.
COUSINS, C. (2004), “Becoming a Social Work Supervisor: A Significant Role Transition”, Australian
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DAVYS, A. (2000), “Reflective Learning in Supervision – A Model”, A Paper from the Supervision
Conference “From rhetoric to reality”, Beddoe, L. & Worall, J. (Eds.), pp 87-97.
DORE, M.M., EPSTEIN, B.N. & HERRERIAS, C. (1992), “Evaluating Students’ Micro Practice Field
Performance: Do Universal Learning Objectives Exist”, Journal of Social Work Education,
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WEBSITES
AUSTRALIAN ASSOCIATION OF SOCIAL WORKERS’, (2010). Code of Ethics.
http://www.aasw.asn.au/document/item/740
AUSTRALIAN ASSOCIATION OF SOCIAL WORKERS’, (2003). Practice Standards for Social
Workers’: Achieving Outcomes. http://www.aasw.asn.au/document/item/16
68
12. APPENDICES
Appendix 1: Learning Agreement
Bachelor of Social Work and Master of Social Work Studies
This is a suggested format for a Learning Agreement. Talking through the points
it raises helps to establish a solid base for a supervisory relationship.
LEARNING AGREEMENT
Between …………………………………….. (Field Educator)
and….……………………………………….. (Student)
1. Structure for supervision
This includes frequency, time available, what will happen if supervision times have to
be changed, recording of supervision, responsibilities for agenda setting for
supervision, evaluating the use made of supervision by both people.
2. The content of supervision sessions
This section would include information on how time is to be spent in supervision, and
any agreements about work to be done and brought to supervision sessions by both
people. Specifically it might cover discussion of learning styles, developing the
curriculum, process for becoming involved in the work of the agency, agreement on
agenda items for next session.
3. Expectations of supervision
This would include what each person wants to achieve in supervision sessions, what
they are prepared to contribute to sessions, what they each have responsibility for in
supervision, giving and receiving feedback in relation to supervision, how student
progress is monitored.
4. Setting up the placement
This would include access to phones, computers, desk space, transport or meeting
transport costs incurred at the agency, hours of work, protocols for accessing other
staff, process for negotiating work assigned, balancing agency needs and learning
needs in the agency, access to policy and procedure manuals for the organisation.
Signed ………………………………………………………….Date…………….
Field educator
Signed…………………………………………………………..Date……………
Student
69
Appendix 2: Skills and Techniques for Social
Work Practice
Bachelor of Social Work and Master of Social Work Studies
The Concise Oxford Dictionary (1980) defines skill as –“expertness, practiced ability, facility
in an action or in doing something”.
According to Kelly, A. and Burkett, I., (forthcoming) With Love and a Sense of Necessity: A
Methodology of Development Practice, a “skill” is the foundational concept for the most basic
unit of practice on which everything is built. Workers develop skills or learn new ones for
very practical reasons, most commonly because there is a job of work to be done and they need
to learn how to do it. When skills are grouped together, as in the behavioural sequence that the
worker follows, they are known as techniques. A technique is a sequence of skills that a
worker enacts to increase the likelihood of a desired outcome.
From Trevithick (2000), and the courses SWSP7177 and SWSP7188, a list of beginning skills
includes:
Basic Relationship Building Skills:
 Active listening
 Clear communication
 Building rapport
 Paraphrasing
 Clarifying
 Reflecting
 Reframing
 Summarising
 Negotiating purpose
 Modelling
 Using silence
 Offering encouragement and validation
 Challenging/confronting
 Setting goals and limits
 Cognisance of context
Basic Process Skills:
 Need identification
 Data and information collection
 Assessment/decision-making
 Prioritisation
 Planning and goal setting
 Intervention strategies
 Evaluation
 Termination
 Problem-solving
70
Basic Organisational and Political Skills:
 Building constructive organisational relationships
 Teamwork, intra and inter-disciplinary teams
 Meeting procedures and roles
 Writing policy submission
 Public speaking
 Written communication: letters, recording, reports and applications
 Using the media
Professional Skills:
 Workload management/time management
 Managing professional boundaries
 Use of supervision
 Documentation
 Research
Personal Skills:
 Self-awareness
 Self-care
 Personal boundaries
 Use of self-disclosure
 Assertiveness
Examples of Techniques in relation to group and community work include:
Negotiating entry to the community or group
Negotiating group rules/reciprocal expectations
Conducting a community capacity inventory
Promoting participation and inclusion of those who are undervalued
Capacity building
Conducting committee meetings
Networking
Group facilitation
Policy Analysis
Community Education
These skills and techniques need to be grounded in a solid base of knowledge and theories
concerning people, social interactions, structure of society, values and ethics, frameworks and
intervention methods. We all develop our own style within the limits of self, agency and
professional boundaries. Basic theory and style combine to form a foundation for practice
processes that are designed to be of use to assist others obtain their goals.
Advanced techniques in social work:
Administration
Budgeting/Financial Management
Conflict Management
Lobbying
Supervising
Establishing partnerships with individuals,
groups, organisations and communities
Advocacy
Case Management
Counselling
Mediating
Training
Working with difference – culture, age, gender,
ability, class
71
Appendix 3: Examples of past Student Learning
Curriculums using the Modules
Bachelor of Social Work and Master of Social Work Studies
(Note: These tasks may differ from 2014 requirements.)
From Supervised Practice 2
Patrick Ranke (2011)
Module 1- Social work in society:
Learning goals
Starting Points
Tasks
Articulation of my
Conversations with
Discuss my understanding of
professional
my Field Educator
frameworks with my Field
framework for
about my practice
Educator
practice
framework
Time
(weeks)
Evaluation
My ability to formulate a practice
1
framework both in writing and
verbally. To be reviewed by my
Field Educator on a regular basis.
Begin to formulate my practice
1-18
framework into power point
slide and show to my Field
My knowledge and understanding
Educator Also actively seek to
of important organisational policies,
find new approaches/theories
particularly in student services
relevant to my professional
sectors of Nudgee College
development and framework
Read organisations policies and
1-5
procedures as well as induction
My Field Educator to look at my
PowerPoint presentation on the first
manual for counsellors
part and second part of placement
To develop
Read literature on purpose of
1-17
My ability to understand the
understanding of
social work in broader society
purpose of social work in society
the purpose of
and the role of school social
and to this specific organisation
social work and its
worker/counsellor at Nudgee
place at Nudgee
college
college
Speak to my Field Educator and
1-17
other school staff about their
ideas on the purpose of social
work, particularly in the school
context
Expand my
Previous knowledge
Through web literature, books
knowledge of
gained from social
and speaking to staff at Nudgee
Christian brother schools are
Edmund Rice
policy subject
college, learn more about the
different to non Christian brother
Catholic schools- to
completed at uni
purpose Christian Brothers
schools in regards to policy, power,
schools
society and practice
understand their
Ongoing
To be able to understand how
72
ethos and mission.
throughout Queensland and
To understand
how their values and missions
relationship
compare to other non Christian
between policy,
brother schools
Ongoing
politics, power,
society and practice
To understand why
To discuss with supervisor the
1-3
Nudgee college has
type of students that they see in
role of a school counsellor at
counselling
their service
Nudgee college and the importance
services and the
To be able to fully understand the
of social work in this context
role of social work,
To discuss with the supervisor
society and
the importance of this type of
advocacy in the
service for the client base
3-8
organisation
To gain practice experience in
Ongoing
Regular supervision with my Field
the area of personal and career
Educator about my performance in
counselling
interviews
Module 2- Organisational Base of Practice
Learning Goals
Starting Points
Tasks
Time
Evaluation
(Weeks)
Develop
Discussions with my Field
Ongoing
understanding of
Educators and other staff at the
how Nudgee college
college.
works in terms of
Read relevant Nudgee material
structure, policy,
including staff handbook,
framework,
Nudgee mission statements,
resource base and
counselling induction.
ideology. How these
Attend meetings and events
Conversations with my Field
Educators about these structures
My ability to understand the
1-5
mission statement- self evaluation
1-18
My Field Educators to witness my
things impact on
attendance
social work practice
Develop organisational chart
Seen by supervisor
and frameworks.
Seen and checked off by
Visit different staffrooms
supervisor-feedback given.
Keep work diary
Ongoing
Record Keeping (Case notes)
Ongoing
1-18
Develop work place
Prior experience in
Discussions, observations and
skills and strategies
working with new
critical reflection with
My Field Educators to observe my
work place skills and to give me
needed to work
staff members at
supervisor and other school
regular feedback
effectively with
other organisations
counsellor about practice skills
colleagues and other
staff
73
Keep work diary
1-18
My ability to keep my journal
updated
Participate in work place
1-18
My Field Educators to observe my
meetings and other important
interactions in the work place
school functions
meetings
Seek opportunities to work with
4-15
Self reflection and notes
other colleagues within the
Speak with supervisor and
organisation- eg Indigenous
indigenous workers
support services
Compare and
Conduct web
Participate in agency visits to
contrast to other
research on the
other organisations with similar
agencies structures,
different
services
ideology and
organisations-
Write about experience in a
practice
organise time to
journal
5-17
Detailed notes on agency visits
5-17
Conversations with supervisor
about experiences in other
meet with different
organisations
places
Module 4- Assessment and Planning
Learning Goals
Starting Points
Tasks
Time
Evaluation
Develop my
Some idea about
Observe and participate in
Ongoing
Successfully articulate understanding
capacity to make
how counsellors plan planning and assessment in
of planning and assessment to my
social work
and make
Field Educator
assessment and
assessments based
planning
off uni subject
counselling sessions
Complete one formal written
6-10
piece of assessment
Take on caseload
Feedback and discussion from my
Field Educator
9-18
Feedback from supervisor- self
evaluation on effectiveness of my
case work
Develop
Prior knowledge
Describe principles used in
understanding of the
from DSQ about
reaching a plan or assessment.
processes of
how to plan and
decision making
make assessment
Understand clearly the
involved in making
processes of decision making
an assessment or
involved in both deciding what
plan
to do and what to include-
6-18
Discussions with supervisor
5-18
Articulate this understanding to
supervisor
consider social work approach
Do Power point slide on
7
Bio/Psycho/Social assessment
74
Work directly with supervisor
6-18
Feedback from my Field Educator
to make plans, assessments and
about my contribution to assessment
analysis’s of different situation
and planning
Develop an
Prior experience at
Open discussion with
understanding of the
DSQ
supervisor about how ethical
about my awareness of these issues
issues/principles impact
in practice- self evaluation
way in which ethical
issues/principles and
Knowledge about
assessment and planning
personal
Ethical decision
Open discussion with
assumptions/values
making learnt at uni
supervisor about how personal
influence the
values impact assessment and
analysis, assessment
planning
Weekly
Weekly
Feedback and in-depth discussions
Feedback and discussion
with supervisor- self evaluation
or planning process
in the context of the
Role playing challenging
agency
situations that are likely to test
Monthly
Feedback from supervisor- self
reflection of the success of role play
my values/ ethics in counselling
scenarios
Module 6- Student Learning and Professional Development
Goals
Starting Points
Tasks
Time
Evaluation
Build on my
Continue to work on my
1-18
My Field Educator to ask me
commitment to the
professional framework- add
questions about my framework and
ongoing
and or modify power point
my ability to articulate this
development of
slides
professional skills
and knowledge
1-18
Self evaluate
Discuss my professional
development with my Field
My ability to communicate with my
Educator and critical reflection
Field Educator about how my
of different aspects of my work
different roles in the school are
at Nudgee
playing out
Feedback from my Field Educator
Develop
To have regular supervision
understanding of the
with Matthew
1-18
Demonstrate an ability to engage in
supervision
role of supervision
and reflective
To continue to be reflective on
practice during this
my practice with supervisor on
Ongoing
Ability to critically reflect on my
practice and to seek feedback on a
time
a daily basis
daily basis
75
Expand knowledge
University courses
Attend meetings and agency
of the work and role
completed so far
visits
1-18
Self Evaluate
1-18
Seek regular feedback from my
of social worker
Conversations with
peers and past
Keep working on power point
teachers
slides for professional
Field Educator about my
framework
developing framework
Regular discussions with my
Ongoing
Field Educator about this
Continue to research relevant
Demonstrate my ability to
articulate my understanding of
Ongoing
social work theories and
different theories and approaches
to social work
approaches that are applicable
to my work
Feedback from my Field Educator
- critical reflection on values in
PowerPoint slide on my values
3
practice
Consider ethical
Ring and order newest version
Have a clear understanding of the
dimensions of work
of AASW code of ethics- read
AASW code of ethics
in depth
it. PowerPoint slide on AASW
code of ethics
Ability to be a able to articulate
different ethical issues in
Discuss ethical aspects of my
counselling and how I would deal
work and to have a greater
with them
awareness of how my values
can come into conflict in
practice
Do PowerPoint slide on ethical
My Field Educator to look at
dimension in practice- what is
PowerPoint and give feedback
an ethical dilemma and how do
I deal with one
Develop better
Regular discussions with
Feedback from my Field Educators
understanding of
supervisor and other work
about my development as a Social
my professional
colleagues about my
Worker
development as
professional development
social worker and
areas of potential
future employment
Write a professional
Self Evaluate
development plan for future
ideas and work
Update CV and seek Nudgee
Self Evaluate
references for future
employment
76
Module 3- Relationships
Lucy Stephens (2007)
Goals:
This part of the module relates to how I as a person/student/worker intermingle and work with
people productively whilst on placement.
 Develop/use knowledge and skills when building and working relationships with
people who are client or co-workers whilst on placement.
 Know and use approptriate boundaries between me and clients and other workers.
(Very important as I’m on a rural placement and most of my interacting outside of
hours is with co-workers. I also have to be careful if I see clients outside of work.
Learn appropriate ways to handle these circumstances.) As well as making a clear
distinction between the professional Lucy and personal Lucy – this task may be a
challenge on placement.
Make sure all my interactions identify what my style is and challenge myself in learning new
ways to communicate to clients and co-workers
Starting point:
Firstly I know that this placement will be completely different to my last placement in a number
of ways. Being in Mt. Isa, I am away from my friends and family who normally are my support
base. I have to create new supports, and in doing this I have to use my self to create these new
relationships but at the same time be careful who I trust and who I confide in.
Regarding building rapport and good, constructive relationships with clients, I normally am quite
skilful in this. I just have to use myself and be respectful and treat clients and children as I would
like to be treated. As I have previously stated, Indigenous people are the department’s major client
base. On this placement I have to build my cultural knowledge and skills in creating relationships
with Indigenous clients. When working in child protection the relationship built with clients can
make or break the future work to follow. On my previous placement, I did have a few problems
with communication but they related to other issues I was addressing at the time and me not being
confident in being able to express myself properly. I didn’t have any problems with other staff at
ADAWS. Over the past two years I have done a lot of work on myself and I have overcome these
problems.
Tasks:
 Throughout placement choose four pieces of work with clients, then write up two process
reports and reflection sheets. The interactions must be a combination of negative and
positive examples. The reports must include – skills, knowledge, theory base and the
ethical principles underpinning the interactions. How I felt about the interactions and my
assumptions about the others.
 Discuss these reports in supervision, along with interactions such as the ones these have
been based on.
 Create an inventory of skills and knowledge needed to be an effective social workers in
child protection in Mt. Isa.
 On two occasions have my work observed by my supervisor or another worker, get feed
back on this so it can be critiqued and so I can reflect on my own work and improve.
 From supervision, take notes from two sessions and reflect how the sessions are being
used to enhance performance as a practitioner.
77


At the beginning and at the end of placement discuss my learning styles and how this
impacts my work with my supervisor, discuss and try new styles to put me out of my
comfort zone.
Create a supportive network of people in Mr. Isa who I can trust and confide in. Make
friends both in and out of the office.
Time and Evaluation:
I know I have completed this module when I have deeper understanding of how to work with
clients and co-workers, and the way I communicate and connect with people. This process will be
ongoing and the four piece of written work will occur after I have done some work that has made
an impact.
78
Appendix 4: An example of a Process Record
Bachelor of Social Work and Master of Social Work Studies
The following dialogue takes place at a hairdresser involving myself, the hairdresser
and a client from the agency. My role was to support Jodie to get her hair cut. I had
not worked with Jodie prior to this and had limited understanding of her history
beyond her having anxiety.
Jodie= Client HD=Hairdresser
S=Student
Content Dialogue
Students Feelings
Clients Feelings
Knowledge/Skills
HD: you have a lot
of dandruff,
(turning first to
Jodie then to me)
see? We have some
product that can
help with that,
would you like to
have a treatment
pack?
Jodie: yes please
I acknowledged
what the hairdresser
said so she wouldn’t
make a bigger fuss
but did not want to
draw greater
attention to
embarrass Jodie
further.
From an anti-oppressive perspective I
could see different power dynamics at
work. The HD was taking the role as
the ‘expert’ & Jodie submitting to her
opinion. I decided not to strongly
engage initially as I did not want to be
another commanding voice for Jodie
to take on & I also wanted to see how
she would respond. So I took the role
of active listener.
I was aware that constituents often
purchase products or sign up for
programs as they find it difficult to
say no, despite the fact they might not
have money to do so. Working from
an anti-oppressive view, I wanted to
help Jodie make an informed
decision.
S: how much is the
treatment?
I asked in a gentle
manner, as I didn’t
want to undermine
Jodie or seem over
powering to the HD.
The client was
probably feeling
quite embarrassed,
aware that she was
doing her best in her
self care and
consequently
feeling inadequate
due to the HD
remarks.
The client appeared
to be keen but was
probably feeling
pressured into
saying yes, as she
did not want to
draw more attention
to herself & was
probably already
feeling as if the
whole store was
watching her.
Jodie seemed a little
blank, but was
probably a little
confused and trying
to process the
situation.
HD: oh just $35
I still was not sure if
Jodie actually
wanted the product
& if she had the
finances to do so. I
also didn’t want to
allow for greater
embarrassment at
the check-out
should she not have
the finances.
Was mentally
questioning whether
Jodie actually
wanted to purchase
the treatment pack
or was feeling
pressured into it and
also if she was
aware that it would
cost extra.
Jodie was nodding
as though it was still
ok, inside was still
probably not
confident to say no
and a little shocked
that it cost so much.
Comments:
student/supervisor
Even though I felt Jodie probably
didn’t want to take the product I
didn’t want to undermine her
autonomy to say yes or no for herself.
So I wanted to explore the logistics of
accepting the product, allowing Jodie
to process what was happening &
hopefully empower her to make an
informed decision.
Aware that though
this might not be
much to most people
this was a lot for my
client.
79
S: oh ok, (turning to
Jodie) how much
money were you
wanting to spend on
your haircut?
I wasn’t sure how to
ask this, I didn’t
want highlight
Jodie’s financial
situation too much
just in case she felt
hurt by it, but I also
felt she needed to be
aware that it would
involve her
spending more than
she may of
intended.
Jodie looked
concerned.
Combining anti-oppressive and
strengths perspective, I wanted to turn
what could be seen as a limitation by
way of lack of finances to a positive
choice Jodie had the power to make.
Jodie: my dad only
gave me $25 for my
haircut
I could now see that
Jodie wasn’t in a
position to accept
the treatment and
now needed to find
an appropriate way
to support her to say
no still with
undermining her
own ability to do so.
Jodie had a sudden
enlightened look as
feelings then turned
to anxiety, I think
this was probably
due to thoughts of
her father & how he
might be displease
at her spending
more than intended
on a hair cut.
S: maybe we can
get the treatment
next time?
I said this to both
Jodie & the HD. I
was hoping to take
the pressure off
Jodie to make a
decision to accept.
Jodie was appearing
very anxious as she
looked at probably
feeling trapped.
This information brought in an
element of systems framework as it
became apparent that there where
other factors within this decision
making process beyond Jodie’s own
desires. It was now also evident that
the opinion of her father now outweighed the opinion of the HD, as yet
another power dynamic appeared.
Through the anti-oppressive
perspective I had to quickly check
myself to make sure my actions
weren’t adding another oppressive
frame in her system of power
dynamics.
I was using an indirect question also
as a suggestion that could give Jodie a
way out. Through this approach I
wished to focus on what Jodie could
do rather than what she couldn’t or
directly saying she ‘can’t afford the
product today’.
Jodie: yes
I felt reassured that
had made the right
decision in
intervening.
Jodie seemed a lot
more relaxed &
relieved as she said
this & confident in
what she was
wanting.
S: I feel this was a
direct question that
would produce a
direct answer but
more importantly an
indirect answer to the
larger question. Had
Jodie stated she had
more that $50 to
spend on her hair cut
we could of then
explored if she would
like to continue
however if had less
than $50 it would be
an indication that she
might just be saying
yes because she
doesn’t feel she can
say no.
I was later to find out
that Jodie’s father can
be quite strict & does
not see the value on
spending a lot of
money on things like
haircuts, which would
explain the look of
anxiety when Jodie
made the connection
between the product,
the money & her
father.
Student: though
Jodie’s father did not
give her finances
beyond the cost of the
hair cut there is a
possibility that Jodie
might have money of
her own she could use
for such things if she
wished. This is
something I will bring
up with her worker.
Had assisted Jodie to make an
informed decision and supported her
to act upon what she wanted rather
than what she appeared to what. This
process involved reading deeper into
the situation & not take the client’s
actions at face value. It required me
to look at the whole picture through a
mixture of strengths, anti-oppressive
and systems perspectives to support
the client to the best of my abilities.
80
In hindsight I need to be careful I don’t lead to false promises. The idea of ‘next time’
may create an area of anxiety over the next appointment should Jodie remember this
appointment and feel obligated to say yes. However she might not remember it at all
and simply face it again as part of the hairdressers always trying to up sell. I do not
know the client well enough to know if she would be likely to remember such detail.
It would have been better to tweak the question to provide a solution for today with
less future implications such as saying ‘maybe we can’t just say no this time’. Such a
statement may hopefully imply to Jodie that she can ‘just say no’ next time. It is also a
discussion we can have outside the hairdressers on how to ‘just say no’ to an array of
situations.
There are a few things I need to discuss with Jodie’s worker. Along with the
possibility of Jodie spending her own money (if she does have other sources of
income) on hair treatment packs, I also need to raise the concern of the dandruff issue
itself. We might need to explore how we can help Jodie improve her hair care, see
what barriers are contributing to the issue and if there are other steps she can take to
improve the situation.
81
Appendix 5: A Practice Framework
Bachelor of Social Work and Master of Social Work Studies
Your practice framework is a developing work in understanding how you, as an
individual, practice social work and therefore it is continually changing as you progress
through your academic studies and experience social work practice. It is important to
reflect on what brought you to social work in the first place, your cultural and life
experiences, the academic theories that inform your practice, the agency context in
which you are on placement and of course in relation to the AASW Code of Ethics
(Read Cleak and Wilson, (2013)).
It is important to discuss this with your Field Educator and your Field Tutor. They will
be able to assist you in developing your ideas to inform your framework.
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Appendix 6: Students who fail placement
Bachelor of Social Work and Master of Social Work Studies
SWSP3155 & SWSP7155
Students fail placement where they do not complete the specified minimum tasks (or
negotiated substitutes) for each of the six modules outlined below. Students fail where they
have one or more of the characteristics outlined in any of the modules listed below:
Module 1 Social Work in Society
 Students can only articulate a very limited understanding of the purpose of social work in society.
 Students find it very difficult to make use of this understanding to critique the practice of social work in
the agency.
 Students are unable to generalise from a description of the specific purpose of a particular agency to a
broader social work purpose.
 Students are unable to understand higher level of systemic influences on people with respect to area of
practice.
Module 2 Organisational Base of Practice
 Students have only a superficial understanding of their agency, its relationship to social work and its
links to other areas of the welfare system.
 Students are unable to represent the interests of the agency, service users or groups in written or verbal
communication without significant assistance.
 Students demonstrate insensitivity to the formal and/or informal relationships within the
agency/community and, therefore, find it difficult to function effectively in that setting.
 Students find it very difficult to participate effectively in meetings or to take adequate notes or minutes
of meetings.
 Students find it difficult to meet deadlines if there are any competing interests for their time and often
need help in organising their time effectively.
 Students’ report writing is often behind and/or is recorded in a fairly superficial, descriptive or
judgmental manner. Students find it hard to write reports as a basis for planning work, or to
communicate clearly with others.
 Students make inappropriate contact with other workers or professional colleagues (including outside the
agency), or no contact when required.
Module 3 Relationships and Interpersonal Skills
 Students can only relate constructively to others in a narrow range of social situations. The skills used
reflect their stage of life or personality per se rather than reflecting a developed use of themselves
informed by reading and feedback from previous experiences, including input from the field educator.
 Students find it difficult to transfer learning from one situation to another and to modify behaviour in
response to feedback about inappropriate behaviours.
 Students generally can only describe interactive processes with hindsight and these descriptions
generally focus more on the other person than on their part in interaction with others.
 Students find it difficult to link their behaviour to a comprehensive assessment of the situation.
 Students’ work relationships with service users, community members and colleagues reflect a lack of
awareness of, or inappropriate use of power, e.g. by being over-controlling of service users/community
members or inappropriately dependent on colleagues.
 Students are unable to work respectfully and inclusively with cultural difference and diversity.
 Students are unable to consistently develop constructive and purposeful relationships with a wide
range of people.
83
Module 4 Assessment, Planning and Intervention




Students find it difficult to differentiate their assessment or plan about a situation from what that
situation might mean to others concerned with it.
Their assessments or plans tend to be concrete, based on limited information with untested
generalisations.
Students are unable to concisely articulate the principles and processes of what they understand as
the main issues in a situation and hence find it difficult to share this assessment or plan with relevant
others. Students demonstrate difficulty in sorting out important from unimportant data.
It is often difficult for students to identify the knowledge base (use of research and evidence based
practice) from which they operate and the ethical assumptions they have made in their
understanding of and decision making about a specific piece of work.
Module 5 Applying Knowledge to Practice





Students do not present a rationale for their intervention that has a social work knowledge, theories
and value base, including new knowledge relevant to practice.
Students are unable to identify the skills they are using and hence find it difficult to share their plans
with others or to monitor and assess their own part in any change effort.
When working with service users and/or with other workers, students may either take little account of
the rights of others in planning action or else their plans are determined almost entirely by the wishes
of others.
Students have a poorly developed notion of the systemic nature of any change effort and find it
difficult to anticipate how their plan of action might affect others.
Students have little ability to put a specific situation in a wider context understanding higher level
systemic influences on people, (e.g. blaming the victim) and so find it difficult to find a suitable
intervention or action.
Module 6 Student Learning and Professional Development








Students are judgmental in their attitude to others.
Students find it difficult to enable others to be self-determining and to respond creatively and
constructively to the uniqueness of each situation encountered.
Students consistently use personal rather than professional values as a basis for decision- making.
Students find it difficult to identify ethical issues in relation to their placement and hence do not
identify this dimension in their day to day decision making or discussion of their work in supervision.
Students find it difficult to identify an ethical dilemma and be able to reflect on this while examing
professional ethics and values.
Students commit a breach of confidentiality and inappropriately share information that is not justified
on grounds of duty of care.
Students behave in an unprofessional or unethical, malicious or dangerous manner with staff, clients
or community members
Students are unable to identify a practice issue for them personally and professionally and write,
reflect on, and review a professional development plan to address the practice issue.
84
SWSP 4266/4088, SWSP7266 & SWSP7366
Students fail placement where they do not complete the specified minimum tasks (or
negotiated substitutes) for each of the six modules at a standard expected of a beginning
practitioner. Students fail where they have one or more of the characteristics outlined in any
of the modules listed below:
Module 1 Social Work in Society






Students’ understanding of the purpose of social work in society is predominantly descriptive and
does not exhibit the conceptual clarity needed to constructively critique the position of social work in
the agency.
Students lack the ability to relate a specific situation to a wider societal context hence their ability to
propose a range of change strategies is limited.
Their description of themselves as social workers is generalised and fails to give an adequate picture
of how they are likely to perform as a social worker in relation to specific challenges.
Their identification of a relevant knowledge, skills, theoretical and ethical framework for beginning
autonomous practice lacks cohesion and direction.
Their capacity to generalise from a description of the specific functions of an agency to social work
as a whole is limited and they fail to demonstrate an awareness of social, political, legal, cultural and
organizational contexts and systems and their impact on people.
Students’ understanding of social justice and human rights principles is limited.
Module 2 Organisational Base of Practice








Their understanding of their agency, its relationship to social work and its links to other areas of the
welfare system is descriptive and cannot be used to generate an adequate analysis of the implications
of the organisation’s structure and mandate for service delivery.
Their representation of the interests of the agency, service users or groups to others, in written or
verbal communication, lacks conviction, commitment and/or preparation.
They do not consistently take account of the formal and/or informal relationships within the
agency/community and, therefore, compromise their ability to effectively represent others.
They cannot articulate an understanding of the interaction of group processes and outcomes in
meetings and hence their participation is not grounded in an understanding of what is required to
achieve effective processes or outcomes.
Students find it difficult to meet deadlines if there are any competing interests for their time and
continue to need help in organising their time effectively.
Report writing is often behind and/or is recorded in a fairly superficial, descriptive or judgmental
manner. Students find it hard to write reports as a basis for planning work, or to communicate
clearly with others in written form.
Students fail to keep relevant records of practice and meet agency recording and documentation
requirements.
They make inappropriate contact with other workers or professional groups or no contact when it
may be required.
Module 3 Relationships and Interpersonal Skills




Students can only relate constructively to others in a narrow range of social situations where the
skills used reflect their stage of life or personality per se, rather than the developed use of themselves,
informed by reading and feedback from previous experiences, including input from the field
educator.
They do not consistently demonstrate the ability to conceptualise and direct interactive processes as
they occur.
Descriptions of processes generally focus more on the other person than on their part in interaction
with others – have not developed understanding of reflective practice, and ability to critique their
own performances.
Students do not consistently relate their behaviour to a comprehensive assessment of the situation.
85




Their work relationships with service users, community members and colleagues reflect a lack of
awareness of, or inappropriate uses of power, e.g. by being over-controlling of service users or
community members or inappropriately dependent on colleagues.
Students do not consistently work respectfully and inclusively with cultural difference and diversity.
Students do not consistently transfer learning from one situation to another or modify behaviour in
response to feedback about inappropriate behaviour.
Students consistently demonstrate an inability to consider the viewpoints of others where there is
serious conflict with others.
Module 4 Assessment, Planning and Intervention




Students find it difficult to analyse how their observations of and conclusions drawn from a situation
differ from the ways others involved may understand it.
Their assessments of situations tend to be concrete, based on limited information with untested
generalisations, and therefore fail to present a service plan that follows their analysis or assessment.
Students are unable to concisely articulate what they understand as the main issues in a situation and
hence find it difficult to share this understanding with relevant others. They demonstrate difficulty in
sorting out important from unimportant data.
Students find it difficult to identify the knowledge base (use of research/evidence based practice)
from which they operate and the ethical assumptions they have made in completing a specific task.
Module 5 Applying Knowledge to Practice



Students have difficulty in identifying the skills they are using and hence find it difficult to share
their plan with others.
When working with service users and/or with other workers, they do not take appropriate account of
the rights of others in planning action or else their plans are determined almost entirely by the wishes
of others.
Students are unable to demonstrate a broader understanding of specific social work theories
underpinning practice.
Students find it difficult to observe and assess their own part in any change effort and find it difficult to
anticipate how their plan of action might affect others. Their change efforts are characterised either by a
strong desire to control situations with a very directive approach to intervention, or else it is difficult to
observe what, if any, impact the student has had on a situation with which they have been associated.
Module 6 Student Learning and Professional Development









Students are judgmental in their attitude to others, have little ability to put a specific situation in a
wider context (e.g. blaming the victim) and so find it difficult to find a suitable action strategy.
Students find it difficult to enable others to be self-determining and to respond creatively and
constructively to the uniqueness of each situation encountered.
Students find it difficult to identify ethical issues in relation to their placement and hence do not
identify this dimension in their day to day decision making.
Students do not seek relevant feedback or modify their behaviour in response to the feedback.
Students are unable to articulate an ethical decision making process that is linked to the work
undertaken.
Students do not take responsibility for evaluating their overall performance and hence find it difficult
to be self-directing in improving their performance as beginning social work practitioners.
Students are unable to identify a personal and professional practice issue and are unable to reflect on
their part in developing a plan to address the issue.
Any student who commits a breach of confidentiality or inappropriately shares information
that is not justified on grounds of duty of care.
Students behave in an unprofessional or unethical, malicious or dangerous manner with staff,
clients or community members.
86